Using Universal Instructional Design

Using Universal Instructional DesignA Study of Faculty Processes and Universal Instructional Design

Strategies to Broaden the Pathway to Academic Success

OUR MISSION

University of the Rockies provides high-quality, accessible learning opportunities globally for diverse groups of individuals seeking preparation for life goals, professional practice, service, and distinguished leadership.

PRESENTATION OUTCOMES

As a result of this presentation you will be able to:

• Identify the principles and essential components of Universal Instructional Design (UID)

• Explain how University of the Rockies addresses each component

• Describe potential impacts of utilizing essential Universal Instructional Design components

SEVEN GUIDING PRINCIPLES OF UNIVERSAL INSTRUCTIONAL DESIGN

1. Equitable use2. Flexibility in use3. Simple and intuitive use4. Perceptible information5. Tolerance for error6. Low physical effort7. Size and space for approach and use

(Burgstahler & Cory, 2008, pp. 7-8)

ESSENTIAL COMPONENTS OF UNIVERSAL INSTRUCTIONAL DESIGN• Creating a welcoming classroom• Determining the essential components of a course• Communicating clear expectations• Providing constructive feedback• Using natural supports• Considering diverse learning styles and abilities• Enabling students to demonstrate knowledge in multiple ways • Promoting interaction among and between faculty and

students (Burgstahler & Cory, 2008, pp. 64-67)

ESSENTIAL COMPONENTS ALREADY IN USE

All of our courses include:

• Weekly and course level outcomes• Thorough course guides/syllabi• Multiple opportunities for feedback• Required weekly instructor guidance• Mandatory levels of instructor participation• Announcements

ESSENTIAL COMPONENTS ALREADY IN USE

All of our courses include:

• Accessible media• Accessible HTML in our courses• HTML 5 coding techniques and principles• Very limited use of flash-based platforms and products• Color-contrast

QUALITY MATTERS – RUBRIC STANDARDS

1• Course Overview and Introduction

2• Learning Objectives (Competencies)

3• Assessment and Measurement

4• Instructional Materials

5• Learner Interaction and Engagement

6• Course Technology

7• Learner Support

8• Accessibility

OUR CHECKLISTS

Many UID standards are already incorporated into our course quality measurements. Accessibility and equitable, universal access to learning are at the heart of those standards.

PURPOSE OF OUR STUDY

To better understand how our faculty knowingly and unknowingly utilize the essential components of Universal Instructional Design in their course design and teaching practices.

OUR FACULTY QUESTIONNAIRE

We asked our faculty, “How do you use UID in your class?”

RESULTS & ANALYSIS

To what extent do you focus on each component in your course design and/or instruction?

WHAT WE LEARNED

COMMUNICATING CLEAR EXPECTATIONS

Highlighting essential expectationsFeedback

Instructor late policyEntry point classes/training

Work with weak studentsClassroom reinforcement

PLOs/CLOs/Grading RubricsSyllabus

Q&A/Discuss expectationsAssignment guidance

Weekly reminder/ email Announcements

0 1 2 3 4 5 6 7

Communicating clear expectations

Responses

WELCOMING CLASSROOMCREATING A WELCOMING CLASSROOM

Fast response (email, answer questions)Rich content (pictures, diagrams, cartoons)

Instructor availability (encourage access, approachability)Personal connection (share experience, empathy, adult learners)

Welcoming materials (personal photos, bios, introductions)Generous resourcess (lots of messages & announcements)

Student coaching (encourage, nurture)Social cohesion (emphasis on introductions process)

Connect with each student (question, needs, requests, individual)Message tone (friendly, respectful, personal, informal)

0 1 2 3 4 5 6 7 8 9

Creating a welcoming classroom

Responses

CONSTRUCTIVE FEEDBACKCONSTRUCTIVE FEEDBACK

Focus on writing standardsOffering individual help

Show where points are lostAim for fast turnaroundGroup/in class feedback

Emphasis on positive feebackSharing grading rubrics

Extensive written feedbackWritten assignment feedback

0 2 4 6 8 10 12

Providing clear feedback by category

Responses

PROMOTING INTERACTION

Providing different ways to learn

More video material

Encourage peer review

Avoid 1 on 1 interaction

Student to student interaction

Encouraging students to share

0 1 2 3 4 5 6 7 8

Promoting interaction

Responses

The need to refine our questions:a) What form[s] of “expectation setting” result in superior

learning outcomes?b) How does the “welcoming classroom” affect student

engagement, persistence, and retention?c) To what degree are key feedback mechanisms missing,

and what is the impact on student learning?d) What innovations could help create richer interaction for

students in online learning environments?

FINDINGS FROM THE SURVEY

WHAT WE LEARNED

• Define terms – common language• Survey additional faculty regarding their use of UID

principles• Survey students about their accessibility to course

content• Further incorporate UID strategies into course

development process• Develop a plan to support faculty in utilizing UID

principles• Continuously evaluate faculty use of UID principles

and student accessibility to course content

UNIVERSAL INSTRUCTIONAL DESIGN IN THE LEARNING ENVIRONMENTWeimer’s Five Key Elements to Learner-Centered Teaching as they relate to Universal Instructional Design (Weimer, 2003)

• Balance of Power: Who owns the learning?• Role of Teacher (Grasha, 1996)

– Expert– Formal Authority - “Sage on the Stage”– Facilitator– Delegator– Demonstrator

Matter?Fonts and colors

It shouldn’t matter; we should be creative; we should express ourselves

Why do…

We never know how our

presentation may impact

student learning

UNIVERSAL INSTRUCTIONAL DESIGN IN THE LEARNING ENVIRONMENT

• Responsibilities for learning – knowledge vs. wisdom• Function of content

– Practical application– Presentation formats

• Purpose and process of evaluation - continuous feedback– From professors to students– From students to professor (Weimer, 2003)

REFERENCES

Burgstahler, S.E., & Cory, C.C. (Eds). (2008). Universal design in higher education from principles to practice. Cambridge, MA: Harvard Educational Press.

Grasha, A.F. (1996). Teaching with style. Pittsburgh, PA: Alliance Publishers.

Weimer, M. (2003). Focus on learning, transform teaching. Change, 35, 48-54. Retrieved from http://search.proquest.com/docview/208050887?accountid=39364