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

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

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