On the organic and congenial connection between the Edcamp recipe and Universal Design for Learning

I was fortunate enough earlier this month to trigger and facilitate the first #edcampcharlottetown. It was a great success and the PEI community seems to have been seduced by the democratic and free flowing format of the Edcamp concept. I have attended a few Edcamps in the past and it is always a fresh, eye-opening and inspiring experience to see people warm up to the recipe, and quickly evolve from hesitant reserve to relaxed and enthusiastic dialogue. This one was no exception.

The umbrella theme of this first #edcampcharlottetown was Access & Inclusion and there were therefore, naturally, several sessions that touched on UDL. One focused on it exclusively. UDL, because of its innovative pedagogical approach and focus on equity in access to learning, is often brought up in Edcamps and, in this sense, a thematic connection between the two is often apparent. However the links are much more significant than a mere overlap.

The very reason that makes Edcamps so appealing to participants is the desire to rethink the format of PD. Edcamps reject the notion of the ‘sage on the stage’; they embrace the free-flowing nature of participant attention, engagement and voice; they are entirely participatory and integrate the notions of choice, self-pace and individual interest. In many ways Edcamps are the direct application of the three principles of UDL to professional development. Participants are offered multiples means of representation and the conventional relationship of presenter-attendee is rejected. Multiple means of action and expression are central to all Edcamp forums, as the discussions are participant led and generated. Let’s not forget either that while many participants discuss themes verbally, many others contribute actively through the Twitter backchannel instead. Finally, multiple means of engagement form the very core of most Edcamps as participants are constantly encouraged to rethink and deconstruct traditional, routine conference mechanisms and practices. Edcamps are ‘non-conferences’ and they encourage an active participant repositioning.

This realization is significant in two respects. First, becoming aware of the presence of the UDL principles within the Edcamp format leads us to examine the impact of UDL beyond the class. On campuses for example, there is already emerging scholarship that highlights the relevance of the UDL principles in student services, student affairs and even residence. We can now see that the UDL principles have a relevance beyond schools and campuses; they can serve to revolutionize professional development and in-service training.

More importantly even, the growing success of the Edcamp formula and the eloquent enthusiasm that surrounds this concept indicate to what extent we, as educators, appreciate the experience it offers us of a different format of participation. As professionals, we adore having a voice, making decisions that impact the content and themes of sessions, and having a choice in being able to attend what we like. We are also enthusiastically receptive when the power dynamics surrounding the ‘sage on a stage’ hierarchy are entirely removed. The passion with which we embrace this formula of PD will hopefully serve to remind all educators of what a learner experience can and should feel like. We will perhaps take this ‘feel good’ factor, understand its cause, and transfer the same recipe to our own classroom by applying UDL principles to our pedagogy.

© Frederic Fovet 2016

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