Exploring the pertinence of UDL within Indigenous Education

Posted: October 23, 2021 | Author: | Filed under: Uncategorized | Leave a comment

Today we explore Lisa Hall’s chapter in Handbook of Research on Applying Universal Design for Learning across Disciplines: Concepts, Case Studies, and Practical Implementation, entitled When Intentional Design Creates Inclusion: Uncovering UDL Principles in a Pre-Tertiary Course for First Nations Students in Australia. 

Despite the obvious relevance of UDL in the context of Indigenous education, there is still very little literature exploring its use in a post-secondary setting.  Lisa Hall’s chapter makes headways in addressing this gap as she explores the synchronicity which she has observed between the implementation of the UDL principles as applied in the higher education classroom and decolonized, culturally responsive pedagogical strategies deployed to support Aboriginal and Torres Strait Islander students in a pre-tertiary course in the Northern Territories, Australia.  Dr. Hall’s chapter highlights the need to integrate the UDL principles in design approaches to the inclusion of Indigenous students, and represents a call for action to UDL scholars to further develop and grow the scholarship related to the application of UDL in Indigenous education.    

This chapter appears in the fourth section of the volume, entitled Practitioners Discovering the Synchronicity of UDL with their Innovative Practices, within which four authors examine the long term relevance of UDL in design and pedagogical work which did not always originally start off from a UDL perspective.   This section is particularly powerful in demonstrating the existing overlap that exists between UDL and other pedagogical and theoretical stances/ traditions.

Publisher’s link to the chapter: https://www.igi-global.com/chapter/when-intentional-design-creates-inclusion/278901

Abstract

This chapter focuses on the applicability of universal design for learning principles for First Nations students. It looks at a pre-tertiary course designed for Aboriginal and Torres Strait Islander students in Australia that has been very successful at supporting students not only to transition successfully into higher education, but also to decolonize their understanding of themselves as learners and rewrite their own educational narrative about what is possible for them. Following a description of the history and context of the course design and development, the chapter examines the philosophies and practices of the course through the lenses of the three key principles of UDL: multiple means of engagement, multiple means of representation, and multiple means of action and expression. While there are clear limitations regarding the extent to which the UDL principles can be overlaid upon an existing course, the comparison does show that intentional design that subconsciously shares these principles can help students to overcome structural learning barriers and create inclusion.

UDL in large higher ed classes? Not just possible – essential!

Posted: October 17, 2021 | Author: | Filed under: Uncategorized | Leave a comment

Over the next 11 weeks I will introduce the 23 chapters which were included in the book I had the opportunity and privilege to edit earlier this year, Handbook of Research on Applying Universal Design for Learning across Disciplines: Concepts, Case Studies, and Practical Implementation.

Today we explore Ann Marie Farrell’s chapter in entitled Embedding Universal Design for Learning in the Large Class Context: Reflections on Practice.

An argument which is often heard when UDL implementation is attempted across post-secondary campuses, is that it is easy in some contexts but challenging – or even impossible – in others, namely in very large classes.  Critics argue that the level of flexibility which is encouraged by UDL is simply not possible to achieve in very large lectures.  Ann Marie uses her experiences with large classroom teaching to debunk this myth, describe and analyze the ways UDL can be adopted in such contexts, and even argue that using UDL in large lectures is in fact almost an imperative when seeking to achieve rich pedagogy in environments where this can otherwise be onerous and challenging.  Ann Marie’s chapter appears in the sixth section of the volume, entitled Areas that Require Further Reflection around UDL, and is one of four which delineate new frontiers in the work on UDL and frame objectives for the next wave of implementation in the post-secondary sector.  It is a must read, which will represent a key evidence based resource for many departments and campuses attempting to offer inclusive teaching in a neo-liberal context which often these days imposes large intakes as a sine qua non condition  to delivery.   

Abstract

At the heart of universal design for learning (UDL) is an appreciation of the variability and diversity of learners. This chapter reflects on the experience of embedding the principles of UDL in the context of a large, higher education class comprising 400+ students. The case study examines the deliberate alignment of the multiple means of representation, expression, and engagement pillars of UDL with the curriculum, teaching, learning, and assessment pillars of pedagogy. Creating a variety of avenues to the core concepts addressed the diversity in the group, allowing for deep engagement with some complex ideas. Provision of choice around assessment developed a sense of agency as students could tailor their work to align with their interests and experiences while simultaneously meeting the learning outcomes, thereby enhancing engagement. The principles of embedding UDL in large class pedagogy can be applied across higher education albeit they may need to be adapted for the specific requirements of the content area.  

Publisher link to the chapter: https://www.igi-global.com/chapter/embedding-universal-design-for-learning-in-the-large-class-context/278906