Universal Design for Learning (UDL) and inclusive learning design are two approaches to designing and delivering instruction that aims to meet the needs of all learners. While there are some similarities between the two approaches, there are also some key differences.
To ensure the needs of all learners, providing learners with multiple means of representation, expression, and engagement. For example, providing audio and video components in addition to text can help learners who struggle with reading or have visual impairments (Petersen, 2018). Interactive features such as quizzes or games can engage learners and provide opportunities for self-assessment.
If an unexpected event occurs, such as a pandemic that requires people to study from home, teachers must adjust to meet the needs of learners. This includes providing additional training on remote work technologies and practices and delivering courses through online platforms such as zoom or online video.
In my group project, our target students may have colour blindness. For those students, the barrier to success may be difficulty distinguishing between different colours used in learning materials such as diagrams, charts, or graphs. such as text labels or symbols, can ensure that learners with colour blindness can understand the content.
In addition, in the article Inclusive Learning Design, the author said avoiding jargon and providing alternative formats for content like audio or video (which I mentioned before) can help learners with colour blindness study better than using single source format (Petersen, 2018). this could also benefit other users to see contents clearly as mentioned in the article universal design (edtechUVic, n.d.). Consulting with individuals with colour blindness or disability support services would be a great idea to ensure the learning materials are accessible and can help identify the remaining barriers.
In conclusion, designing interactive learning resources that meet the needs of all learners requires a thoughtful and intentional approach. Incorporating principles of UDL and inclusive learning design, identifying potential barriers, and providing multiple means of engagement and expression, can support learners in their learning journey regardless of their abilities or circumstances. If there are unexpected events occur, we could adjust to ensure learners can continue their studies. By considering the learning environment and drawing inspiration from examples of universal design in engineering, designers can create practical and inclusive learning experiences for all learners.
This is the blog post from my group, and he emphasized the importance of considering diverse learners’ needs, and he answer a few questions about the learning method we used in our blueprint which I also mention in my post about the factor “universal” in our online course design.
References:
edtechUVic. (n.d.). Universal Design for Learning. Retrieved from https://edtechuvic.ca/edci335/universal-design/
Petersen, C. (2018). Inclusive learning design. Retrieved from https://edtechuvic.ca/edci335/inclusive-learning-design/
Hi Bruce! It’s such an excellent idea to support services. There is always something new to learn from them! You’ve mentioned that Universal Design for Learning (UDL) and inclusive learning design have similarities and differences; it would be helpful if you could elaborate more. What are the differences/similarities?
Hello and sorry for the late reply! I had a tooth removal surgery which resulted in a mild fever, and I just finished my AMOXI getting better now these days. I will explain more about differences/similarities! thank you very much!