EDUC09043 2022 Implementation of the UDL Framework: Supporting Student Learning

General Details

Full Title
Implementation of the UDL Framework: Supporting Student Learning
Transcript Title
Implementing UDL Framewrok
Code
EDUC09043
Attendance
N/A %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
09 - NFQ Level 9
Credit
15 - 15 Credits
Duration
Semester
Fee
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Breda McTaggart, Niamh Plunkett, Maureen Haran
Programme Membership
SG_EUNIV_M09 202200 Master of Arts in Universal Design for Learning SG_EUNIV_S09 202200 Postgraduate Certificate in Universal Design for Learning
Description

Building upon base knowledge from Understanding the UDL Framework module, learners will identify curriculum integration of inclusive educational needs, as well as developing inclusive cultures by means of implementing the evidence- based framework Universal Design for Learning (UDL). This module will examine the principles of UDL in regard to inclusive design and implementation into the curriculum, supporting learners from the start, including those with different abilities, needs, or backgrounds. Learners will research, learn to plan, and implement the principles of UDL in a module by providing evidenced options for engagement, representation and action/expression’ or for simplicity ‘the why, what and how of learning’ through careful consideration of flexible materials, classroom practices and assessment. 

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Investigate self-educational understanding and ability to identify approaches to one’s own pedagogy and practice in relation to inclusive practices.

2.

Analyse and interpret student feedback to assist the creation of a module UDL development plan.

3.

Consider a viable accessible/ digital platform delivery and evidence an array of materials used for implementation.

4.

Design a module plan by creating a blueprint of adaptations allowing for inclusive pedagogical improvements that build more flexibility, accessibility and choice into learning materials, delivery and assessment.

5.

Implement a UDL module redesign to support student learning.

6.

Construct an Inclusive Educator’s philosophy that exemplifies the value of human diversity in respect of varied talents and perspectives.

Teaching and Learning Strategies

This module will be delivered online with opportunities for learners to share their experiences through peer learning, professional collaboration and a collegial approach adopted throughout to facilitate the development of a community of practice. It will be supported through the Institute’s VLE. Student will be required to engage in an online fora and discussion groups.

Module Assessment Strategies

Assessment One: ePortfolio (70%) LO 1-6

This ePortfolio assessment  will comprise of seven sections (allowing for choice of presentation formats within these sections) including (i.) teaching philosophy, providing a description of the educator’s view as to the underlying principles upon which their approaches to inclusive practice are based; giving appropriate reference to conceptual frameworks or theoretical perspectives if appropriate. (ii.) student reflections, showcase student reflections evidenced. (iii.) module UDL plan, rationale and description for change, adaptations and accessibility plan and sufficient context describing the rationale for change undertaken and description of change undertaken., (vi.) implementation of change, evidence of change undertaken in relation to UDL implementation. This section of portfolio will have a thorough explanation and evidence of suggested changes made within the module in relation to UDL. (v.) evaluation & effectiveness of change - include student feedback which include results from, and responses to, student surveys. (vi.) Reflection: Inclusive educator’s philosophy. Stages of feedback/ feed forward will be part of this assessment.

Assessment Two: Digital Reflective Journal (30%) LO 1-6

 In support of identifying their inclusive professional identity, learners will be prompted weekly with various teaching and learning scenarios. Students will draw on the relevant theorist, reflect and respond on the most effective approach to scenarios which connects with their inclusive practice. A series of online understanding of content surveys will be facilitated through the VLE Moodle. 

Repeat Assessments

The repeat assessment strategy will be dependent on overall grades and will be decided and documented at the Progression and Award Boards

Repeat submissions are capped at 40%.

Indicative Syllabus

LO. 1 Investigate self-educational understanding and ability to identify approaches to one’s own pedagogy and practice.

In understanding learner’s overall learning preference, learners will explore the benefits of multi-modal learning, and that multiple streams of information and how this  supports complex knowledge comprehension for all. The ongoing debate of the effectiveness of Kolb, Gardner and Honey & Mumford educational theory will be explored adding to  awareness of their self-learning preference and pre-conceived notions of how pupils learn. To ascertain how learners, absorb, process and retain knowledge while learning, learners will engage with the learning theories such as behaviourism, cognitivism and constructivism as imbued by educational theorists. Constructivist principles and student- centred learning will be discovered and debated in depth. Within this outcome the Harvard University research study- Teaching for Understanding (TFU); Learner preference and the higher order of thinking will be discussed. Learners will understand brain-based learning, attention, retention and implications for effective teaching, learning and assessment. Upon engaging with educational theory learners will relate to their own professional identity.

 

LO. 2 Analyse and interpret student feedback to assist the creation of a module UDL development plan.

In creating a pedagogically appropriate teaching and learning environment, inclusive learning is a key requirement of all education environments. This requires learners to plan for diverse audiences such as international students, those with additional needs, mature students and non-traditional students. Learners will develop a strategy to gauge their  students' inclusive/ accessible educational experiences in the form of feedback to inform the UDL module redesign.

 

LO. 3 Consider a viable accessible/ digital platform delivery and evidence an array of materials used for implementation.

Learners  will negotiate accessible digital tools in light of their importance for the purpose of accessibility and pedagogy learn the value of its importance as part of an inclusive curriculum. Or,  if appropriate after consideration of all tools and approaches, not just digital ones, justify a ‘no tech’ UDL approach as a constructive and appropriate approach in some contexts.

 

LO. 4  Design a module plan by creating a blueprint of adaptations allowing for inclusive pedagogical improvements that build more flexibility, accessibility and choice into learning materials, delivery and assessment.

Learners will design an appropriate UDL curriculum plan to enhance their practice of teaching. Using UDL as a lens, learners will explore constructive alignment; Bloom's Taxonomy; Writing Learning outcomes; the 'SMART' principles of planning; planning for a variety of learning preferences and abilities. Included in this learning is the importance of effective communication within learning environments.  

 

LO. 5 Implement a UDL module redesign to support student learning.

The goal of UDL is to use a variety of teaching methods to remove any barriers to learning and give all learners equal opportunities to succeed. Learners will implement the UDL module plan and implement a flexible curriculum that proactively caters for a wider variety of student’s strengths and needs.

 

LO 6 Construct an Inclusive Educator’s philosophy that exemplifies the value of human diversity in respect of varied talents and perspectives.

Learners will attain the ability to ask the relevant questions about the nature of students and their world and make appropriate decisions with regard to the education of a diverse body of students. To highlight the importance inclusive pedagogy, a value of inclusive educational beliefs will be expounded upon.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 ePortfolio Coursework Assessment Assessment 70 % Week 11 1,2,3,4,5,6
2 Digital Reflective Journal Coursework Assessment Assessment 30 % Week 13 1,2,3,4,5,6
             

Part Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Online Lecture Not Specified Synchronous Delivery 1.5 Weekly 1.50
Online Lecture Not Specified Asynchronous online learning activity (ASOL) 1.5 Weekly 1.50
Independent Learning Not Specified Independent Learning 12 Weekly 12.00
Total Part Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Required Reading
Universal Design for Curriculum Design. Dublin : UCD Access & Lifelong Learning

Required Reading
Universal Design for Learning in the Classroom: Practical Applications Guilford press

Module Resources

Non ISBN Literary Resources

Abegglen, S., Aparicio-Ting, F. E., Arcellana-Panlilio, M., Behjat, L., Brown, B., Clancy, T. L., DesJardine, P., Din, C., Dyjur, P., Ferreira, C., Hughson, E. A., Kassan, A., Klinke, C., Kurz, E., Neuhaus, F., Pletnyova, G., Paul, R. M., Peschl, H., Peschl, R., & Squance, R. T. (2021). Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education (M. Arcellana-Panlilio and P. Dyjur, Eds.). Calgary, AB: Taylor Institute for Teaching and Learning Guide Series.

HEA. (2013a). Guidelines for completion of mission-based performance compacts. Dublin: Higher Education Authority.

HEA. (2013b). Report to the Minister for Education and Skills on system reconfiguration, inter-institutional collaboration and system governance in Irish higher education. Dublin: Higher Education Authority. Retrieved from http://www.hea.ie/sites/default/ files/report_to_minister_-_system_configuration_2_0.pdf

HEA. (2015). National Plan for Equity of Access to Higher Education, 2015-2019. Dublin: Higher Education Authority

Healon, A., Tobin, T. and Ryder, D., 2021. UDL for FET Practitioners Guidance for Implementing Universal Design for Learning in Irish Further Education and Training. 1st ed. Dublin: Ahead.

Kelly, Anna M., and Padden, Lisa (2018). Toolkit for Inclusive Higher Education Institutions: From Vision to Practice. Dublin: UCD Access & Lifelong Learning

Meyer, R., Teaching Every Student in the Digital Age: Universal Design for Learning.. 1st Edition. ASCD.

Novak, K., Bracken, S. (2020). Transforming Higher Education through Universal Design for Learning:. first Edition. Routledge.

Slee, R. (2019). Belonging in an age of exclusion, International Journal of Inclusive Education, 23:9, 909-922, DOI: 10.1080/13603116.2019.1602366

Slee, R. (2020). Defining the Scope of Inclusive Education. Think Piece Prepared for the 2020 Global Education Monitoring Report Inclusion and Education. Accessed September 24 2021. https:// unesdoc.unesco.org/ark:/48223/pf0000265773.

Scott, S. and McGuire, J., 2017. Using Diffusion of Innovation Theory to Promote Universally Designed College Instruction. International Journal of Teaching and Learning in Higher Education29(1), pp.119-128.

Journal Resources

https://www.ahead.ie/journal

Dantas, L.A. and Cunha, A., 2020. An integrative debate on learning styles and the learning process. Social Sciences & Humanities Open2(1), p.100017.

Other Resources
Additional Information