Activity Four

“Universal Design for Learning”  is described by (Gravel) as providing “more ways to access; more ways to participate, more ways to demonstrate learning.  Resulting in more equitable access to the general education curriculum for ALL learners”.  Gravel continues to provide three learning guidelines for universal design.  I have used these three guidelines to describe an example of inclusive teaching in my professional context.

The example is using an online curriculum for a second year degree class that has a mix of practical with highly conceptual theory content.  It is a computer networking class where the physical networking is just the “tip of the ice berg” and most of the concepts that the students are learning are never naturally observed and therefore occur “behind the scenes”.

We use a mix of an on-line curriculum, class lectures, and practical hands-on labs.

1.             Provide Multiple Means of Representation

All concepts are covered in the on-line curriculum.  The material is delivered in a split screen layout where text is used on the left hand side of the screen to explain the concepts, while on the right hand side of the screen diagrams and animations are used to explain the concepts in a visual and often audible format.  Through the use of “zoom” the learner can increase or decrease the display to a useable format.

A built in glossary and in-line links allows students to further enquire about concepts as they are presented.

2.             Provide Multiple Means of Action and Expression

Throughout the on-line curriculum there are interactive exercises that require the students to demonstrate their learning in a variety of ways.  These include matching concepts with definitions, identifying correct responses, and correctly responding to a scenario using a simulation environment.  These provide the learner with a number of different options/methods in order to apply the learning and also promotes problem solving.

The interactive activities give the learner feedback on the success of the activity and the simulation environment identifies the requirements that have been met by the learner and what still needs to be completed in order to meet the requirements of the scenario.

The use of navigation buttons and a quick access index allows the learner to quickly access relevant information as well as review information as many times as needed.

3.             Provide Multiple Means of Engagement

As well as all the choices that are provided by the on-line curriculum, the concepts are also discussed through interactive lectures as well as often demonstrated within practical labs.  These practical labs include the use of the use of real equipment, simulation environments, and monitoring tools.  Different learners place emphasis on different means of engagement and it is often interesting to hear the differing opinions on what is most useful and what we should do more of.

There is a mixture of class based and off-site learning that the learners need to complete.  In some cases the learners can decide whether they complete some of the learning in the class room environment or off-site.  The structures and support is in place for the learners but they are required to manage a lot of their learning, especially the on-line curriculum material.

The use of chapter quizzes to give learners feedback on their progress helps the learner to review what they know and if need be revisit concepts.

In order to access the environment that I have created for them the learners need to have access to a computer (we do provide this through afterhour’s access, if they don’t have a computer at home), and need to be able to attend classes (at this stage it is more an accreditation issue and if someone really could not attend due to accessibility issues then it is possible to provide them with a remote option through on-line resources and visitation).

The physical equipment is attached to the wall and on free standing racks and most people can easily reach the equipment.  For those that cannot we provide steps so that they can reach.  If we had someone in a wheel chair then we can adjust the racks so that all the required equipment is easily accessible.

I have an open door policy when I am in my office and therefore the learners can knock on my door and discuss any issues they may have.  Alternatively they can email me if they are off-site.

The simulation environments provide both on-site and off-site alternatives to using the physical equipment.

Zondiros (2008) defines the following:

·                "Access" means finding ways of 'bypassing' barriers to learning

·                “Social exclusion” as "a complex and multi-dimensional process. It involves the lack or denial of resources, rights, goods and services, and the inability to participate in the normal relationships and activities, available to the majority of people in a society, whether in economic, social, cultural or political arenas. It affects both the quality of life of individuals and the equity and cohesion of society as a whole."

·                “inequality” refers to:  "inequality of opportunity" which is the lack or limited access to important social institutions (with education among the most important ones),  "inequality of condition" which means that some people are disadvantaged from the outset because of one or more of the above mentioned structural features / circumstances into which they are born, and "inequality of outcome" which means that whatever the circumstances contributing to inequality, people end up unequal because there is insufficient compensation to remove the effects causing inequality in society. On the reverse, equality of outcome means that everyone should end up equal regardless of his or her particular circumstances.

In regards to my professional context I have decided to apply the following definitions:

·                Access is finding ways of ‘bypassing’ barriers to learning (Same as Zondiros)

·                Inclusivity is having the needed resources (these can include class environments, technology, lecturer and other human resources, learning materials, social support, other institutional support) as well as being able to participate in all activities that are available to other students.

·                Diversity is allowing the expression of individuality while still being part of a larger multicultural / varying socioeconomic group of learners.

·                Equity is allowing a learner to have the same education opportunities as other learners regardless of culture, socioeconomic differences, or other life situations.

Gravel, J., Ralabate, P. (n.d.) Universal Design for Learning: A framework for access and equity. Retrieved 19th May 2011 from http://www.slideshare.net/NCUDL/udl-a-framework-for-access-and-equity

Zondiros, Dimitris (2008). Online, distance education and globalisation: Its impact on educational access, inequality and exclusion. The European Journal of Open and Distance Learning (EURODL)