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What is Universal Design for Learning (UDL)?

Universal Design for Learning (UDL) is an educational framework that intends to make learning more accessible and effective for all different types of students, considering their abilities and learning styles. The UDL does not approach learning with a universal idea that all education should follow. Instead, it suggests the use of flexible teaching methods and materials that can be changed to meet the needs of students sufficiently. According to the framework, UDL focuses on three main principles: 

  • Multiple Means of Engagement: Providing different ways to motivate and engage students.
  • Multiple Means of Representation: Offering various ways to present information and content.
  • Multiple Means of Action and Expression: Allowing students different ways to demonstrate what they have learned.

I see UDL as a way to make learning more inclusive and flexible, specifically for learners with disabilities and those who struggle with traditional methods. In physical classrooms, applying UDL may mean allowing students to choose between different assignment formats and offering various tools to increase engagement, such as Kahoot or lectures on a smart board. In digital spaces, applying UDL may mean incorporating captioned videos, allowing flexibility in assignment formats, and using interactive tools such as quizzes or games to keep students engaged. 

This brief video provides a clear and concise overview of the Universal Design for Learning (UDL) framework, exploring its history, core principles, and practical applications in education.

Ensuring Accessibility in Online Settings

One of the most difficult challenges in online education is making sure all students have accessibility, especially those with disabilities or a hard time navigating online material. Some key accessibility strategies could include:

  • User-Friendly Navigation: Course platforms should be straightforward and easy to navigate so students do not waste time or struggle to complete assignments due to poor design. 
  • Captioning Videos and Media: It is helpful for videos to have captions and for images to include descriptive text to ensure students with auditory disabilities can engage with the material. 
  • Ensuring Platform Compatibility: Digital learning platforms should be able to be accessed using various devices. 
  • Providing Alternative Formats: Making sure course materials can be accessed in different formats such as PDF’s, lecture videos, and slides. 
  • Keyboard Navigation and Alt Text: According to Ngubane-Mokiwa (2016) enabling keyboard navigation helps learners with visual impairments by allowing them to navigate digital content more easily using keyboard shortcuts. Additionally, providing descriptive alt text for images ensures that visually impaired students can access important visual information through screen readers, enhancing overall accessibility.

From my own experience, I have had moments where accessibility features made learning a lot more beneficial. For example, I once took an online course where the instructor provided a transcript alongside the lecture videos. This was helpful when I needed to reference something quickly or had no time to rewatch an entire lecture. 

Ethical Challenges of EdTech

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EdTech has revolutionized learning but, at the same time, raised various ethical concerns. The most significant issues revolve around privacy, data security, and access. Many EdTech platforms can collect large amounts of student data, sometimes without clear transparency. This raises significant ethical questions about privacy and data security, such as who owns this data? Or how is this data used? Another point is that not all students have access to technology. While some learners may have personal laptops or other devices, others may have unreliable means of securing devices that can access EdTech.

Additionally, many EdTech companies charge fees, including reducing ads and paid subscriptions. This raises concerns about whether these platforms’ primary goal is to provide a space to increase educational pursuits or simply to make money. To address these issues, educators should prioritize platforms that value student privacy, advocate for open-access resources, and ensure that EdTech learning does not leave certain students behind. 

This article by Regan & Jesse (2018) looks into the ethical challenges of EdTech, exploring how big data and personalized learning impact student privacy, equity, and the way we approach digital education.

Applying UDL and Accessibility Principles

Digital spaces come with their own ethical challenges, especially in educational settings. Some of the key aspects to consider include:

  • Respect: Just like in face-to-face settings, respectful communication is important. This means avoiding harassment, cyberbullying, or purposeful negative interactions. 
  • Privacy Awareness: Being mindful of what is being shared online and respecting the privacy of others, especially in open discussion forums and collaborative projects. 
  • Digital footprint: Anything and everything an individual posts online contributes to their digital identity, which can lead to both negative and positive long-term consequences.
  • Academic Integrity: Online learning presents more opportunities to neglect proper academic behaviour. Dishonesty, plagiarism, and the use of artificial intelligence become more appealing as you are not required to complete work in a traditional classroom setting. Therefore, it is essential to maintain integrity and submit original work. 

In my experience, one of the most significant lessons in ethical digital interactions has been understanding my digital footprint. When I was younger, I did not think much about how my online interactions could affect my professional or academic future, but over time, I have learned to be more intentional about how I communicate, what I post, and how I engage in digital spaces. 

Applying UDL and Accessibility Principles

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Reflecting on my learning experiences, I realize that some courses have done a great job incorporating UDL principles and accessibility, whereas others have struggled. One example that stood out to me was a course where the professor allowed students to submit their projects in different formats. This flexibility helped students with varying strengths and comfortability levels as some would prefer to write an essay rather than present in front of the class.

On the other hand, I have also been in online courses where accessibility was difficult. In one class, the course readings were primarily PDFs the professor posted on Brightspace, but they were often posted sideways, which made them incompatible with screen readers. This may have made it hard for students with visual impairments. A simple fix would have been ensuring that the materials were formatted correctly and tested for accessibility. 

Moving forward, I think that universities and educators should conduct regular accessibility checks for their courses and gather feedback from students about what works well and what does not. Having an instructor who is responsive and available also provides students with the opportunity to voice their accessibility concerns, allowing for timely solutions and adjustments.

References

Boysen, G. A. (2024). A critical analysis of the research evidence behind CAST’s universal design for learning guidelines. SageJournals. https://doi.org/10.1177/14782103241255428

Ngubane-Mokiwa, S. A. (2016). Accessibility strategies for making MOOCs for people with visual impairments: A Universal Design for Learning (UDL) perspective. Academia. https://d1wqtxts1xzle7.cloudfront.net/76363189/PDF_201-libre.pdf?1639663635=&response-content-disposition=inline%3B+filename%3DAccessibility_Strategies_for_Making_MOOC.pdf&Expires=1740009404&Signature=M3W14w1n4ZrHjGIEtvEVsiQdpCxBRZPxSAhwoFxsH4QM9htSOzTWuwRsP8uqY2RJ8JeEO3cJowHOO02Yl38EOnBXTCcNU82pplMaCZWg9m~ouChxfsoAdax6tGshp6Feedxfp6ie~2HuhYnVMTcIXixVyWyj5poSTBOmwAqJluPWzWc~z5r3WaarSi5RChW4e18abF13hkbyg9GpQvtpDDMUMoKU31HxF1UaeSCVPmnUi-pcQ7cRXX~ATTu-MHXgmc1DlhLIfWu1TYKxjXrjf9Ha1zYv2n3zIYTGGNgjFg2c~GINEWcC7pc-PxfzIfDb-18drmnC4LtAUUoLx82aRQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Regan, P. M., & Jesse, J. (2018). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. SpringerLink. https://link.springer.com/article/10.1007/s10676-018-9492-2