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Using Universal Instructional Design. A Study of Faculty Processes and Universal Instructional Design Strategies to Broaden t he Pathway to Academic Success. Our Mission. - PowerPoint PPT Presentation
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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