strategies for udl research, campus change and dissemination at colorado state university
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Strategies for UDL Research, Campus Change and Dissemination at Colorado State University. Craig Spooner, Jesse Hausler, Cathy Schelly & Marla Roll The ACCESS Project. Learning Outcomes. Today you will learn about… Universal Design for Learning - PowerPoint PPT PresentationTRANSCRIPT
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Craig Spooner, Jesse Hausler, Cathy Schelly & Marla RollThe ACCESS Project
Strategies for UDL Research, Campus Change and Dissemination
at Colorado State University
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Learning Outcomes
Today you will learn about… Universal Design for Learning Groundbreaking research and how it may help
your efforts to implement UDL. An approach to institutionalization of UDL that
you can use at your campus. UDL tools and resources you and your faculty can
use.
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The ACCESS Project
Funded by U.S. Dept. of Education, Office of Postsecondary Education Grant #P333A080026
Our Goal: Ensuring that students with disabilities receive a quality
higher education
Our Method: Universal Design for Learning (UDL) Student Self-Advocacy
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What is Universal Design for Learning?
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History
Universal Design (UD) Accommodate the widest spectrum of users
without the need for subsequent adaptation Public buildings, city streets, television, kitchen
utensils…
Universal Design for Learning (UDL) Inclusive pedagogy Applies to both teaching and technology
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Student Diversity
Ethnicity & Culture
ESL/Native language
Nontraditional
Gender
Learning Styles
Disabilities
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Language Quiz
What is your good name, sir?
A. Full name
B. Last name
C. Nickname or pet name
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Learning Styles
1. Visuala) Visual-Linguistic (reading and writing)b) Visual-Spatial (graphs and pictures)
2. Auditory (listening)
3. Kinesthetic (touching and moving)
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Disabilities
Both short-term and long-term, apparent and non-apparent Mobility Impairments Blindness/Visual Impairments Deafness/Hearing Impairments
Learning Disabilities Attention Deficit Disorder (ADD/ADHD) Autism Spectrum Disabilities Traumatic Brain Injury (TBI) Post Traumatic Stress Disorder (PTSD)
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Disabilities
National statistics* 11.3% of undergraduates report some type of
disability
Colorado State University** 8%–11% (ACCESS research, 2007-10) Non-apparent disabilities are by far the largest
proportion and growing Even among students who say they have a
disability, few seek accommodations
*National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009**Schelly, Davies & Spooner, Journal of Postsecondary Education and Disability, in press.
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3-Part Model*
1. Represent information and concepts in multiple ways (and in a variety of formats).
2. Students are given multiple ways to express their comprehension and mastery of a topic.
3. Students engage with new ideas and information in multiple ways.
*Center for Applied Special Technology (CAST)
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Representation
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Expression
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Engagement
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Universal Design for Learning
Universal Design for Learning
is a set of principles and techniques for
creating inclusive classroom instruction
and accessible course materials.
teaching
technology
“”
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UDL and Technology
Educational Videos
Course Materials
Lecture Presentation Systems
Course Management Systems
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EducationalVideo
Transcript Written or text-based record of dictated or
recorded speech
Captions A transcript timed to display with the video track
Descriptive Audio Narration of key visual elements in a video or
multimedia product
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Activity
Identify problems using PDFs
Participants brainstorm on PDF woes, lead into criteria of universally designed documents
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What makes a document Universally
Designed?
Searchability
Copy and Paste
Bookmarks or an Interactive TOC
Text to Speech capability
Accessibility
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A Tale of Two PDF Documents
Scanned OCR and Tags
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Lecture Presentation Systems
Captions and/or Transcripts
Search-ability
Navigation Options
Keyboard Accessibility
Example 1
Example 2
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Course Management Systems
Areas we may not have control over Accessibility Consistency between courses
Areas we do have control over Explanation of how CMS will be used Universally Designed Documents
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UDL Tech Moduleshttp://accessproject.colostate.edu
Microsoft Word PowerPoint Adobe PDF HTML E-Text Multimedia (in process) Course Management System (in process)
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UDL Research
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Purpose of Project Research
Examine the effectiveness of instructor UDL training as measured by student and instructor perceptions.
Investigate the number of students who report having a disability and the percentage who seek accommodations
Examine perceptions regarding what promotes an effective teaching and learning environment
Lay groundwork to monitor persistence and retention
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First Intervention Effectiveness Study
Early research efforts – Develop and validate questionnaires 5 section of calculus and 6 sections of Psychology lower level gateway
courses 5 instructors 1,170 students enrolled; 722 students completed questionnaires
First intervention effectiveness study – only experimental group 9 sections of Intro to Psychology 5 instructors 1,615 students enrolled; 1,362 students filled out the pre-
questionnaire and 1,223 students filled out post-questionnaire
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Procedure: First Intervention Effectiveness Study
Pre-questionnaires given to instructors and students early in the semester Student questionnaires administered in class – 27 questions Data used to tailor training to instructor needs
Instructors participated in UDL training for five one-hour sessions during the semester
Instructors then implemented UDL strategies in their courses
Post-questionnaires administered at the end of the semester
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Results: First Intervention Effectiveness Study
Statistically significant, meaningful effect sizes (student perspective): Information is presented in multiple formats Instructors provide electronic equivalents of paper
handouts Instructors made the key points in videos significantly
more apparent to the students after training Instructors supplemented significantly more of the
lecture and reading materials with visual aids following the UDL training
Research — Schelly, Davies & Spooner (in press, JPED)
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Second Intervention Effectiveness Study
Experimental group 9 sections of Psychology courses, 6 instructors 1,164 students enrolled; 622 students filled out
the pre-questionnaire and 421 students filled out post-questionnaire
Control group 646 students enrolled; 276 students filled out
the pre-questionnaire and 223 students filled out post-questionnaire
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Procedure: Second Intervention Effectiveness Study
Experimental Group
Pre-questionnaires given to instructors and students early in the semester Student questionnaires administered through WebCT – 52 questions Data used to tailor training to instructor needs
Instructors participated in UDL training for five one-hour sessions during the semester
Instructors then implemented UDL strategies in their courses
Post-questionnaires administered at the end of the semester
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Procedure: Second Intervention Effectiveness Study
Control Group
Pre-questionnaires given to students early in the semester Student questionnaires administered through WebCT – same 52
questions
No UDL training provided for instructors
Post-questionnaires administered at the end of the semester to students and instructors
Data being analyzed
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Results: Second Intervention Effectiveness Study
Quantitative - Statistically significant, meaningful effect sizes (student perspective) Information is presented in multiple formats Instructor actively engages students in learning Instructor relates key concepts to the larger
objectives of the course Instructor begins class with an outline Instructor summarizes key points Instructor highlights key points of instructional videos
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Results: Second Intervention Effectiveness Study
Qualitative
Strategies to Increase Student Engagement
i>clicker questions Asks questions Videos Partner/group discussion
and activities In-class mini writing
assignments
Strategies to Increase and Support Learning
Videos Provides examples i>clicker questions PowerPoint
(format, structure, organization)
Checks/teaches for understanding
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Research Discussion
Examine the effectiveness of instructor UDL training Just a few hours of training can produce significant changes in
instructor teaching behavior
Number of students who report having a disability Corroboration of national disability statistics (9-11%)
Perceptions regarding what promotes an effective teaching and learning environment Multiple modes of representation, expression and engagement
Monitor persistence and retention Track student IDs
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Activity Question 1
What percentage of essential information provided during the session was presented in multiple formats?
A. 0%-20%B. 21%-40%C. 41%-60%D. 61%-80%E. 81%-100%
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Activity Question 2
In what percentage of the session, were you actively engaged in learning?
A. 0%-20%B. 21%-40%C. 41%-60%D. 61%-80%E. 81%-100%
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Activity Question 3
How were you actively engaged?A. VideosB. Q & AC. Group ActivitiesD. Presenter checks for understandingE. Other
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Activity Question 4
In what percentage of conference presentations does the presenter begin with an outline of what will be covered?
A. 0%-20%B. 21%-40%C. 41%-60%D. 61%-80%E. 81%-100%
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Dissemination and Institutionalization
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The Old Approach
Accessibility workshops: Course materials and documents Web based information Course management systems Instructional media
Compliance with regulations, guidelines Web Content Accessibility Guidelines (WCAG) Section 508 of Rehabilitation Act
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We Failed to Gain Traction
Narrow Focus Disability Assistive Technology
Faculty & Administrative Perceptions “I don’t have students with disabilities.” Low on list of priorities “Not my job!”
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Paradigm Shift
Benefits for all students Disabilities are part of the range of diversity Enabling the learning environment
Broader definition of “accessible” Materials usable with a wide range of
technologies, including assistive technologies
Tie our goals to those of the University
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Goals of the University
Access, Diversity, and Internationalization
Enhance accessibility for students with physical, learning and other disabilities
Active and Experiential Learning Opportunities
Student Engagement Outcomes (curricular and co-curricular)
Learning Outcomes e.g., critical thinking
Retention and Graduation
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Institutionalization Plan
1. Dissemination (embedding into existing professional development)
2. Creation of award for UDL implementation
3. Formation of advisory group with campus Administrators
4. Strategic Campus Partnerships
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UDL and SA Dissemination
Colorado State University Master Teacher Initiative Teaching with Technology Professional Development Institute Provost’s Course Redesign GTA Orientation Key Plus Learning Community Rocky Mountain Coalition for Veteran Support
Services
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UDL and SA Dissemination
Regional Colorado/Wyoming Consortium of Support Programs for Students with
Disabilities Colorado Association for Developmental Education eLearning Consortium of Colorado (eLCC) SWAP – School to Work Alliance regional meeting CDE – Colorado Department of Education’s Transition Institute (June -300
educators)
National Accessing Higher Ground EDUCAUSE NASPA AHEAD
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UDL Award
Associates UDL with instructional innovation
Promotes awareness of UDL
Provides monetary incentive for the adoption of UDL
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Creation of Advisory Group
Campus representatives Provost’s Office Institute for Learning & Teaching Student Affairs Central Computing Retention Offices
Strategic goals of the institution The “WIIFMs”
It starts with one administrator Offer a key role on your project
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Benefits of Advisory Group
Advice Experienced external perspectives Project directions
Opportunity Tie UDL to the institution’s goals Remind administration of institutional benefits of UDL
Credibility and Access Buy-in all the way to the top Introduction to Professional Development venues Develop partnerships
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Strategic Partnerships
The Institute for Learning and Teaching
Central Computing
CSU Libraries
Academic Departments
Student Affairs
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Summary of Institutionalization
Institutionalization of UDL is being achieved through: Dissemination plan UDL award Advisory group of key administrators Strategic partnerships UDL research
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Discussion Questions
What professional development opportunities for UDL inclusion exist on your campus?
What university/college strategic goals align with your UDL implementation goals?
What key players on your campus would be interested in joining an advisory board?
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Discussion Questions
3-5 pearls of wisdom from this session?
How does this session help you understand where your campus stands in the paradigm shift from individualized accommodations to accessibility through universal design?
What from this session would you take to key stakeholders on your campus?
How might you implement a version of this on your campus?
How does this session inform the 2-5 year outlook on your campus?
How does technology play a role here?
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The ACCESS Project, Colorado State UniversityFunded by U.S. Dept. of Education, Office of Postsecondary EducationGrant #P333A080026
Thank you!Website: accessproject.colostate.edu
Craig SpoonerJesse Hausler Cathy SchellyMarla Roll