Please enable JavaScript.
Coggle requires JavaScript to display documents.
Applying the Principles of Universal Design for Learning (UDL) in the…
Applying the Principles of Universal Design for Learning (UDL) in the College Classroom
Identify a General Research Question:
How can Universal Design for Learning (UDL) principles be effectively incorporated into university-level instruction to address the increasing diversity of students and ensure equitable access to learning?
Choose the Main Methods, Sites, and Subjects:
Method: Literature review. The authors examined literature from the EbscoHost database (2008-2018) and open-access journals, using search terms related to UDL, college teaching, and university instruction. A deductive coding approach was used to organize the literature data.
Determine Methods of Data Documentation and Access to Subjects:
Data Documentation: The literature review documented various UDL strategies used in college classrooms. Initial themes were chosen by the authors before beginning the review of literature and changes to the categories being made throughout the process. Some of these categories were directly noted in the literature and others were named by the authors.
Access to Subjects: Not directly applicable, as this is a literature review and does not involve direct interaction with human subjects.
Decide on the Various Aspects for Collecting Data:
Data Collection: The authors collected information on instructional and assessment strategies related to the "why," "how," and "what" of learning, aligning with the three UDL principles.
Variables: UDL strategies (e.g., multiple means of engagement, representation, and action/expression)
Clarify Researchers' Roles:
The researchers acted as reviewers and synthesizers of existing literature. They identified themes and patterns in the literature related to UDL implementation in higher education.
Evaluate the Study's Ethical Implications:
While not explicitly stated, the paper implicitly addresses ethical implications by advocating for UDL as a means to ensure equitable access to education for all students, aligning with the principles of the Americans with Disabilities Act (ADA)
Collect Data Until Saturation:
The literature review continued until the authors identified a comprehensive range of UDL strategies and themes relevant to university instruction.
Interpret Data by Identifying Concepts and Theories:
The authors connected UDL principles to brain networks (affective, recognition, strategic) and highlighted the importance of creating expert learners who take command of their own learning.
The affective network is the “what” of learning and is related to learner motivation and engagement. Learners’ emotional responses to the topic and to the learning itself are controlled by the affective network
The recognition network is the “what” of learning and addresses how learners gather and categorize information. The recognition network is the experience of learning.
The strategic network is the “how” of learning, which includes executive functioning and addresses the ways in which learners communicate their ideas
Revise the Research Question if Necessary and Form Hypotheses:
Not explicitly addressed, but the deductive coding approach allowed for changes to the initial themes based on the literature.
Collect and Verify Data to Address Revisions:
The authors ensured the reliability and validity of their findings by using a systematic literature review process and focusing on articles that included specific UDL strategies used in the classroom.
Complete the Conceptual and Theoretical Framework to Finalize Findings:
The study connects UDL to broader educational principles of accessibility, inclusivity, and student-centered learning.
Present the Findings:
The article presents specific UDL strategies that university faculty can use to implement the three UDL principles in their courses. It organizes these strategies into themes related to multiple means of engagement, representation, and action/expression.
13 Writing Style:
Passive voice ( sometimes ) While not overused, the passive voice appears in some sentences.
Formal Tone and Vocabulary: the language is formal and academic, with specialized vocabulary related to education, UDL, Examples :"pedagogical," "assessment," "articulation," "metacognition," and terms related to the UDL principles.