Running head: TECHNOLOGY AND UNIVERSAL DESIGN FOR LEARNING

Technology and Universal Design for Learning

Kelleth Chinn

California State University, Monterey Bay

December 15, 2017

IST 511 Writing Workshop

Dr. Sarah Tourtelotte

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Technology and Universal Design for Learning

Universal Design for Learning (UDL) is a framework for education that stresses the

importance of diverse learning styles to provide equitable access to all learners. Using multiple

means of expression, representation, and engagement, UDL seeks to provide students with

flexibility and greater academic success.

The concept of Universal Design for Learning has it origins in the field of architecture.

This is because architects have been required over the last few decades to make accommodations

for people with disabilities to access and navigate successfully through public buildings they are

designing. Educators have taken this concept of universal access as the foundation for Universal

Design for Learning (Barteaux, 2014).

In the same way that good buildings allow access for all individuals, UDL provides that

good lessons will allow access for all learners. According to this framework, it is important to

provide options for students in three distinct areas (Albert, 2017):

● Multiple means of representation - Students have different ways to acquire information

and knowledge. This refers to the teacher’s materials that constitute the lesson. Teachers

should provide various alternatives for visual, auditory, and linguistic information.

● Multiple means of expression - Students have various alternatives to show what they

know. This refers to how students are allowed to express themselves in academic

settings, whether through written, verbal, or physical communication.

● Multiple means of engagement - Students have a variety of contexts to engage with the

content. This refers to the style in which students interact with the learning content. Is it

more structured or more free-flowing? Do students work alone or in a group?

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Technology provides excellent tools to successfully implement Universal Design for

Learning. This is especially true when considering the area of multiple means of representation.

Some students respond better to written materials, while others are more comfortable with

discussion and spoken lessons. Still others seem to be most engaged by visual images, especially

those for whom English is particularly challenging. Multimedia lessons or learning objects have

the potential to use multiple means of representation simultaneously, accounting for varying

skills and styles for different students (Fogarty, 2017). For example, a narrated slideshow with

text, photos and video represents learning content in multiple ways at the same time.

Technology is also particularly useful for providing students with multiple means of

expression. For example, some students given writing assignments may have great difficulty

with the physical task of writing on paper. Those same students, however may find it much

easier to use a computer keyboard to write. Still others may have difficulty even writing with a

computer keyboard, yet they can use assistive dictation technology that will convert their speech

to written text (Edyburn et al., 2005).

Finally, the multiple means of engagement component of UDL can benefit from the use

of technology as well. This component seeks to fully engage and interest the student. One of the

best practices for facilitating multiple means of engagement is to let students make decisions

about how they will learn content. Using computers or mobile devices, teachers can provide

students with digital “playlists”, from which the students can choose learning content in different

styles and contexts (Smith, 2014).

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References

Barteaux, S. (2014, April). Universal Design for Learning. Retrieved from

https://www.brandonu.ca/education-graduate-studies/files/2010/07/BU-Journal-of-

Graduate-Studies-in-Education-2014-vol-6-issue-2.pdf#page=51

Edyburn, D. L., Higgins, K., & Boone, R. (2005). Handbook of special education technology

research and practice. Whitefish Bay, WI: Knowledge by Design.

Smith, F. (2014, February 1). Universal design for learning (UDL) multiple means of

representation, expression, action and engagement . Retrieved from

http://wp.vcu.edu/responsiveteachers/wp-

content/uploads/sites/3752/2014/02/UDL_Jamaica_2014-

Presentation_UpdateVersion.pdf

Fogarty, D. (2017, July 14), Universal design for learning: a new clinical practice assessment

tool toward creating access and equity for all students. Retrieved from

https://media.proquest.com/media/pq/classic/doc/4324244997/fmt/ai/rep/NPDF?_s=FJy9

CoDcAwplFrQS4z02SsVskwk%3D

Albert, R. (2017, May). Principles of universal design for learning implemented in a non-profit

organization: the Discovery Center. Retrieved from

http://digitalcollections.sit.edu/capstones/2978/?utm_source=digitalcollections.sit.edu%2

Fcapstones%2F2978&utm_medium=PDF&utm_campaign=PDFCoverPages