Embedding Universal Learning Design In The Classroom: Low And No-Cost Strategies That Work

David Arendale, Ph.D., Associate ProfessorUniversity of Minnesotaarendale@umn.eduhttp://arendale.org (612) 625-2928

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Learning Objectives• Understand why instructors must embed learning assistance in their classrooms

• Examine theory and guidelines for Universal Learning Design (ULD)

• Case studies of ULD use in intro level courses• Learning technology tools• Identify available resources and allies • Develop a plan for ULD implementation

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Why instructors must become involved

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Used with permission by the University of Minnesota

Trends for the Field• Eliminate DE courses at many four-year colleges

• Stigma is a powerful influence• Movement towards embedded or mandatory participation

• There is no such thing as a DE student OR everyone is.

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What Do you think is key factor for 1st year success?A. Recruiting the most academically-prepared

students

B. Front-loading student-centered people with the new students

C. Higher funding for postsecondary education

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Key Factor in First-Year Success: "Front Loading" Services

To make the first-year student connection, institutions must adopt the concept of "front loading", putting the strongest, most student-centered people, programs and services during the first year

-- Noel, Levitz, & Saluri, Increasing Student Retention, 1985

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Tinto’s Themes of Attrition• Difficult adjustment

• Difficulty level high day-to-day

• Incongruence

• Social isolation

• Financial need

• Negative social group pressure

-- Vincent Tinto, Leaving College, 1987.

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Shift of Perspective:Who Needs to Change More?

•Older Models• “Medical model” or “Deficit model”

• Student focused

•Newer Models• Institution adapts itself to the holistic needs of students

• “Value added model”• Institution focused

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Scenario: Expanding Access and Service to More Students

Key elements: Historically-difficult course, lecture note taking difficult for most. Note taker now in class helping one student with disability. Other students want help too. Student Senate posed to demand more help.

Questions:• How can needs of the one student with a learning disability

be met through an action or service that is also available for all students in the classroom?

• How leverage the limited campus budget to serve more students?

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How meet needs of more students?A. Note taker posts lecture notes to course web site

B. Instructor provides full or mostly complete PP lecture slides ahead of time to course web site

C. Instructor places copies of all handouts through course web site ahead of class session

D. All of the above

E. None of the above

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Universal Learning Design

Embedding the Best of Learning Assistance and Developmental Education In the Classroom

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Universal Design (UD) andUniversal Learning Design (ULD)

• UD focused on architecture

• ULD focused on learning– Reduce barriers for all students– Accommodations for a few are often helpful

for all students

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Used with permission by the University of Minnesota

Universal Learning Design• Create a respectful learning environment

• Determine essential course components

• Establish clear expectations & feedback

• Develop natural learning supports and technologies that already exist

• Use multiple teaching strategies

• Provide multiple ways to display mastery

• Encourage students & faculty to connect

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How have you used ulD in your class?A. Provided course materials ahead of time

B. Changed the way the class sessions are conducted

C. Modified the course assignments, in-class activities, or examination procedures.

D. All of the above

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Case Studies for Use ofULD in Introductory Courses

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Intro Anthropology• Proactively present invitation for course

accommodation needs– Clear statement in syllabus– Emphasize syllabus information in a positive

manner (“level playing field”)– Self-disclose own disabilities

• Variety of course assessment activities– Performance-based (music, drama)– Relate assessment to diverse cultures

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Intro Psychology Course• Difference in approaches to learning

– Personalized approach - Individual attention and support for student to complete common learning objectives (Keller)

– Individualized approach – Individual students have choices of learning objectives.

• Course design features:– Faculty and lab assistants consult, not lecture– Small units to master– Technology delivered, small group facilitated– Self-pacing of learning activities

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Intro Mathematics Course• Course design feature: students have

choice for learning modalities:

–Traditional lecture format with student tutors

–Computer-based, personalized learning format (see Intro to Psychology case study example)

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Intro Anatomy Course• Audio podcast recording and posting of

class lectures– Originally intended to serve primarily the 2nd

language learners in class– Now extended for all students enrolled in the

class (or worldwide through Apple’s iTunes)

• Assessment through assignment to create visual representation of key course concept.

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Intro Writing Course(1st Generation & Historically Underrepresented)• Computer classroom use for assignments with

use of all software supports• Integrate reflection on race, class, and culture in

class discussion & assignments• Student choice regarding writing topic and

differing levels of difficulty• Accepting various writing styles that are

appropriate and effective• Extended time to write & complete

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Common Features:Univ. of Minnesota Case Study

• Different modalities of learning• Different competency assessments• Embedded academic development and support

for all students• Accessibility of course elements for all• Constant reflection on essential course goals,

objectives, and activities• Attend to issues of race, class, and culture in

course design and delivery

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Planning and Assessment Planning and Assessment ToolTool

Select an activity within the Select an activity within the classroom to reengineer to increase classroom to reengineer to increase access for all students.access for all students.

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Used with permission by Freedigitalphotos.net

Introductory History Course

• Introductory U.S. multicultural history course• Global history and culture course• See GC Book and PASS-IT Book for chapter with

further detail and examples.

Used with permission of Wikipedia Image Commons

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Universal Learning Design• Create a respectful learning environment

• Determine essential course components

• Establish clear expectations & feedback

• Develop natural learning supports and technologies that already exist

• Use multiple teaching strategies

• Provide multiple ways to display mastery

• Encourage students & faculty connection

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Outline of ULD Use with theHistory Course• Preparing learners and instructor prior to class sessions

• Accessibility of information before, during, and after class

• Multiple modalities of learning• Preparing learners for exams and developing metacognition

• Debriefing major exams• Diverse ways to demonstrate mastery

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Preparing Learners Prior to Class Sessions• PowerPoint slides provided ahead of time in slide

and outline format in PDF and PP format• Post assigned readings and media ahead of class

sessions and quiz over material• Provide schema by providing list of potential exam

essay questions and key vocabulary terms in advance of major exams

• Continuous review of essential course goals, objectives, and activities (examples: value the syllabus, make implicit the important)

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Preparing Instructor Prior to Class Sessions• Survey students regarding experience with

learning technologies• Ten minute interview with all interested students in

instructor’s office. Goals include:− Personal connections with students− Understand cultural background− Preferences for learning environment− Reaction to current learning activities and

receive recommendations for changes− Invitation to return for other office visits

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Accessibility of Information: Before Class Session• Readings and media online

• Assigned audio and video files with written transcription as needed

• No paper textbook or purchased materials

• Complete set of PP slides provided in advance both in PDF and PP format

• ADA approved web site (e.g., Moodle)

• Potential vocabulary and essay questions already posted to exam review web site

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Accessibility of Information: During Class Session

• Readings and media online (assigned/supplemental)

• Complete set of PP slides in PP format

− note taking in PP notes section− Includes instructor’s lecture notes

• More verbal description of images displayed during class lectures or video clips

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Accessibility of Information: During Class Session (Continued)• Demonstrate use of technology tools (e.g.,

course management system, social media)

• Audio amplify voice of instructor and students

• Refer directly to information within the official course documents

− Course syllabus− Assigned readings and media segments

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Accessibility of Information: After Class Session• Class session capture and availability

online (e.g., Camtasia, ScreenFlow)

• Course management system provides all resources online

• Online tutorials for use of learning technologies and completing course assignments

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Multiple Modalities of Learning• Traditional lecture and discussion• Extensive use of video clips and images• Historical simulations• History field trips on-campus• Audio and video podcasts• e-reading documents and media• In-class structured peer learning• Use of “wait time” for questions and

discussion

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What social media do you use for class activities?A. Twitter

B. Facebook

C. Podcasting

D. LinkedIn

E. YouTube

F. All of the above

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Preparing Learners for Exams & Developing Metacognitive Skills•Co-constructed exam study review web site (http://myworldhistory.org)•David TV (http://justin.tv )•Class ‘lecture rewind’ history music video•Previous class lectures (e.g., Screenflow)•Scoring rubrics provided on course website and printed on exams•Employ graphic organizers, tables, and mind maps

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Preparing Learners for Exams & Developing Metacognitive Skills (continued)• Low stakes feedback class activities

• Markups of key pages from readings

• Quizzes tied to exam question format

• Complete worksheets during class

• Co-constructed class session podcast

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Podcast Definition• Internet radio series• Episodes arrive on a regular basis after the listener “subscribes” to the series

• Listen when and where wanted• Can be listened to through desktop computer or downloaded to a MP3 player (e.g. iPod)

• Also posted to course web site

Then and Now Podcast:Global History and Culture

• Link to course blog page at http://thenandnow.org

• Link to subscribe to Then & Now at http://subscribethenandnow.info

• Link to wiki web page at http://myworldhistory.org

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Used by permission of Apple, Inc.

Used by permission by Erik Tolesrud

Listen to Course audio/video podcasthttp://thenandnow.org

Subscribe through iTunes store, Search for “Then and Now” or “Arendale”

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Weekly Co-constructed Podcast

• Unit overview• Understanding potential essay Q’s• Student contributions (study tips)• Connecting todays newspaper headlines

with readings and media• Music selections by students• Transcript through voice recognition

software as needed

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Special Podcasts• Special music shows devoted to world

regions (http://musicalley.com)

• Interviews with community experts on issues (e.g., Hmong, Somali)

• Interviews with students (e.g., Iraq war veterans, study abroad)

• Special exam preparation episodes

• PP slide music video lecture rewind

• Rebroadcast podcasts of other shows

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Lessons Learned from Podcasting• Provide sustained awareness and continuous IT training within the class

• Students are less skilled than assumed• Learning curve difficult for podcasting and wiki web page editing

• Students enjoy support in learning IT• Involve students in the creation, narration and editing of wiki pages and podcasts

Suggested Next Steps

• Listen to podcasts• Learn how to podcast• Experiment with podcasting• Involve students• Keep going, it gets better

Listen to lecture rewind music video• Created using PP slides saved as JPEG

images• Imported into Animoto music software• Downloaded as MP4 video from Animoto• Uploaded to course blog page and course

podcast series

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Leverage Expertise by Other Podcasters

• History According to Bob• Matt’s Today in History• Military Channel Video Podcast• Grammar Girl: Quick and Dirty Tips• Kahn Academy Arithmetic• English as a Second Language Podcast

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Free podcasts through iTuneshttp://itunes.com

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Co-Constructed Exam Study Guide Web Site

• Unit summary• Glossary of term vocabulary terms• Outlines of potential essay questions• http://myworldhistory.org

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View Course exam review web sitehttp://myworldhistory.org

Created through Google “Sites”

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Metacognitive Learning and Feedback from Major Exams• Students complete self assessment

regarding previous major exam – Exam preparation activities – Exam taking behaviors

– Individual responses analyzed and returned divided by behaviors by students earning A or B versus C and below. Behaviors have consequences.

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Diverse Ways to Demonstrate Mastery of Skills and Knowledge• Diverse exam formats: objective, writing• Classroom participation (e.g. simulations)• Low stakes papers (e.g., Historpedia entry,

history field trip)• History music video (http://animoto.com )• Podcast and wiki web contributions for exam

preparation (http://myworldhistory.org and http://thenandnow.org )

• Extended time for all on in-class exams

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History Music Videos

• Present significant historical event• Work in teams of 1 to 3• Integrate text, images, and music• Music and final processing provided through http//:animoto.com

• Students screen videos and select top ones

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View sample HISTORY MUSIC videohttp://animoto.com/education/

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View historpedia web sitehttp://historpedia.org

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Constructing e-Book by/for Students

• Students work in teams• Permit diversity of contributions: copyright free images,

text, PowerPoint slides, web links, audio or video files

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Used with permission by Apple, Inc.

Review of ULD Use with theHistory Course• Preparing learners and instructor prior to class sessions

• Accessibility of information before, during, and after class

• Multiple modalities of learning• Preparing learners for exams and developing metacognition

• Debriefing major exams• Diverse ways to demonstrate mastery

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ULD Outcomes• Student outcomes

– Students who are academically-underprepared successfully transfer and graduate at rates slightly below students in other campus units

– Transferred students report high satisfaction

• Institutional outcomes– Less occasions for expensive individualized

accommodations for students with a disability– Higher success rates for 1st generation college

and historically-underrepresented student populations

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Suggested Next Steps

1. Observe use of ULD and learning tools by others

2. Experiment with personal use of the technology and ULD

3. Experiment with use of ULD with one unit in the course

4. Learn more and add to the course

5. Keep going, it gets better

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Creating a Climate for Change

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Used by permission from Freedigitalphotos.net

Theory of Sequencing ChangeKurt Lewin

• Change agents help engender dissatisfaction with the present

• As people “unfreeze” from customary behavior, new ones are introduced

• Change agents establishes a model that others can use

• Support and rewards for people to continue new behaviors

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Scenario: Fostering Change and Innovation by Faculty/Staff

• Key elements: The DSO seeks to mainstream accommodations in classrooms. Some faculty are reluctant since they perceive themselves as overworked and underpaid. Campus budgets have been slashed and workloads increased. Labor negotiations are contentious and morale is shaken.

• Questions:−How encourage others to become dissatisfied enough by the current environment that they are open to change?

−How are others motivated to change? −What are the motivators for individuals? −What are the barriers that have to be overcome?

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How encourage faculty to experiment with ulD?A. Share data on student success/failure

B. Provide workshops on ULD

C. Recruit leading faculty innovators to experiment and share with other faculty colleagues

D. Provide small incentive grants for faculty during summer to redesign course components

E. All of the above

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• Gatherings of faculty and staffGatherings of faculty and staff• Campus officesCampus offices• Off-campus officesOff-campus offices• Campus leaders and influencersCampus leaders and influencers• Building and classroom inventoryBuilding and classroom inventory• Campus policiesCampus policies• Professional development and reward Professional development and reward systemsystem

ULD Resources Inventory

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• New faculty orientationNew faculty orientation• Beginning of term meeting or extended Beginning of term meeting or extended workshopworkshop

• Periodic meetings during the academic Periodic meetings during the academic term for conversation and sharingterm for conversation and sharing

• Teaching/learning professional Teaching/learning professional developmentdevelopment

• Technology professional developmentTechnology professional development

Gatherings of Faculty and Staff

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• Visible top-level partnership among Visible top-level partnership among academic and student affairsacademic and student affairs

• Office for Students with a DisabilityOffice for Students with a Disability• Center for Teaching and LearningCenter for Teaching and Learning• Center for Instructional TechnologyCenter for Instructional Technology• Campus Learning Center Campus Learning Center • Department or School of EducationDepartment or School of Education

Campus Offices

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• Public school district office for students Public school district office for students with a disabilitywith a disability

• PASS-IT web sitePASS-IT web site• Other Internet-based offices and Other Internet-based offices and resourcesresources

Off-campus Offices

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• Campus champions for changeCampus champions for change• Student SenateStudent Senate• Faculty SenateFaculty Senate• Staff Bargaining UnitStaff Bargaining Unit• Faculty Bargaining UnitFaculty Bargaining Unit• Campus retention taskforceCampus retention taskforce• Chief Student Affairs OfficeChief Student Affairs Office• Chief Academic Affairs OfficeChief Academic Affairs Office• Enrollment ManagementEnrollment Management• Multicultural AffairsMulticultural Affairs• Office for Students with a DisabilityOffice for Students with a Disability

Campus Leaders and Influencers66

• Computer classroomsComputer classrooms• Classrooms with adaptive equipment Classrooms with adaptive equipment and softwareand software

• Detailed analysis of all pathways, rooms, Detailed analysis of all pathways, rooms, buildings, and other architectural design buildings, and other architectural design featuresfeatures

Building and Classroom Inventory

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• Textbook adoption guidelinesTextbook adoption guidelines• Boilerplate language included in course Boilerplate language included in course syllabussyllabus

• Course curriculum guidelines or Course curriculum guidelines or requirementsrequirements

• Course pedagogy guidelines or Course pedagogy guidelines or requirementsrequirements

Campus Policies

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• Travel to professional conferences related Travel to professional conferences related to ULD and learning assistance (ATP, to ULD and learning assistance (ATP, CRLA, NACADA, NADE, NCLCA, NODA)CRLA, NACADA, NADE, NCLCA, NODA)

• Purchase of materials related to ULDPurchase of materials related to ULD• Summer stipends for faculty to attend Summer stipends for faculty to attend workshops & work with one anotherworkshops & work with one another

• Overload pay for faculty and staff to work Overload pay for faculty and staff to work on ULD issueson ULD issues

• Meaningful impact on annual evaluation Meaningful impact on annual evaluation and salary raise criteriaand salary raise criteria

Professional Development and Reward System

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Embedded Learning Assistance

• Higbee, J. L., Lundell, D. B., & Arendale, D. R. (Eds.). (2005). The General College vision: Integrating intellectual growth, multicultural perspectives, and student development. http://purl.umn.edu/5357

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Universal Learning Design

• Higbee, J. L., & Goff, E. (Eds.). (2008). Pedagogy and student services for institutional transformation: Implementing Universal Design in higher education. http://www.eric.ed.gov/PDFS/ED503835.pdf

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Final Thoughts

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Are We in the Business of Developing or Identifying Smartness?“. . . the under prepared student is a kind of pariah in American higher education, and some of the reasons are obvious: since most of us believe that the excellence of our departments and of our institutions depends on enrolling the very best-prepared students that we can, to admit under prepared students would pose a real threat to our excellence. These educators value being smart much more than . . . developing smartness.” (Astin 1998, p. 12)

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“First Things First”Priority Action Steps

• What are two new ideas just learned that you will act upon in the next week?

• Who else can you talk about these new ideas in the next week?

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Used by permission from Freedigitalphotos.net

David Arendale, Ph.D., Associate ProfessorUniversity of Minnesotaarendale@umn.eduhttp://arendale.org (612) 625-2928

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Image References• Slide images #3, 12, 15, 70, and 71 used by permission

from the University of Minnesota• Slides images #5, 8-10, 14, 20, 22, 31, 32, 35, 43, 57, 58,

61, and 74 used by permission from http://Freedigitalphotos.net

• Slide image #21, World map, By Ktrinko (Own work) [CC0], via Wikimedia Commons, http://commons.wikimedia.org/wiki/File%3AEckert4.jpg

• Slide image #33 used by permission of Apple, Inc. http://www.apple.com/pr/products/itunes/itunes.html

• Slide image #38 used by permission of Erik Tolsrud• Slide image #54 used by permission of Apple, Inc.

http://www.apple.com/pr/products/ipad/ipad.html

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