Abstract Inclusive Learning Through Online Education: A Global Discussion of UDL Applications

The UDL framework offers a unique path forward toward effective and meaningful inclusive education (CAST, 2018; Meyer et al., 2014). UDL is increasingly being embraced by educators and curriculum designers around the world as a way to design instruction that meets the needs of learners in many different contexts, from early childhood through adulthood (i.e., higher education, adult education, professional development, and corporate training) (Authors, 2020).

This presentation will focus on the applications of UDL in online education. In the past 35 years of online education, online instructional approaches and course designs have developed to better address the challenge of physical separation of instructor, students, and course materials, as well as to provide improved accessibility and usability for all learners. Inclusive instructional design in the online environment involves designing a flexible curriculum that works with learner variability from the start, as differing learner characteristics and learning preferences are the “norm” and “systematic, rather than random” (Hall et al., 2012, p. 3). Further, accessibility of online learning materials should be integral to course design, as improvements in accessibility for specific learners promotes curricular quality and generates improved learning experiences for all learners (Authors, 2018).

For adult learners, educational experiences are likely to be effective when they incorporate relevancy of the content, just-in-time support and pacing, and self-directed learning structuring (Merriam & Bierema, 2013), and the online educational medium can facilitate such foundational principles of adult learning. Knowles et al. (2005) asserts, “Technology is inherently a self-directed learning media that enables adults to access learning in a just-in-time, just-enough format under conditions of full learner control” (p. 237). Applying UDL in online course design involves providing and building supports for learners to select options for accessing course content, practicing skills and interacting in a course, and demonstrating their learning progress (Rogers-Saw et al., 2018). Learners in the online environment thus benefit from the variety of instructional methods and tools of UDL, which enables them to more fully participate in online activities and employ a range of learning modalities (i.e., oral, visual, hands-on, words, imagery, drawing, demonstration) to support their learning and achievement (Black et al., 2015).

This session will feature a diverse array of strategies and approaches to apply the UDL philosophy and principles in online teaching and learning. Using various instructional strategies, materials, and systems, educators can provide online educational experiences that effectively address the differing needs of learners and essentially build systems that are fully inclusive. We will discuss how various systems that are being developed and used in different parts of the world acknowledge and embrace learner variation and address such variation proactively, through innovative design of curriculum and instruction. We will also delve into how online learning is expanding access to higher education, Massive Open Online Courses (MOOCs), professional development, and training for learners around the world (Chronicle of Higher Education, 2015; Ngei, 2019).

References

Author/s, masked 1 (2020). Details will follow in final version.

Author/s, masked 2 (2018). Details will follow in final version.

Black, R.D., Weinberg, L.A., & Brodwin, M.G. (2015). Universal Design for Learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25 (2), 1-26.

CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org

Chronicle of Higher Education. (2015). 250 MOOCs and counting: One man’s educational journey. https://www.chronicle.com/article/250-MOOCsCounting-One/229397

Hall, T.E., Meyer, A., & Rose, D.H. (2012). An introduction to Universal Design for Learning: Questions and answers. In T.E. Hall, A. Meyer, & D.H. Rose (Eds.), Universal Design

for Learning in the classroom: Practical applications (pp. 1-8). Guilford Press.

Knowles, M.S., Holton III, E.F., & Swanson, R.A. (2005). The adult learner: The definitive classic in adult education and human resource development. Routledge.

Merriam, S.B., & Bierema, L.L. (2014). Adult learning: Linking theory and practice.

Jossey-Bass.

Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and

practice. CAST Professional Publishing.

Ngei, J. (2019, Dec.). Looking at the impact and future of MOOCs from an African experience

[Paper presentation]. Open Impact Conference, Kampala, Uganda.

http://business-school.open.ac.uk/sites/business-school.open.ac.uk/files/files/Events/oic-papers/PAPER-ID-10(1).pdf

Rogers-Shaw, C., Carr-Chellmann, D.J., & Choi, J. (2018). Universal Design for Learning: Guidelines for accessible online instruction. Adult Learning, 29 (1), 20-31.