Universal Design for Learning: Representation
Hello again! I hope everyone is doing well as we hurtle toward the end of the semester. I’m coming to you today with my final post in the UDL refresher series. In this blog, we will be investigating Multiple Means of Representation, which refers to the “what” of learning.
So far, we’ve looked at ways to enhance means of engagement and means of action and expression. These UDL domains focus heavily on ways students enter and exit the learning process, but what about the actual meat of our instruction? How can we be sure that the information we’re sharing and presenting is accessible for all learners? CAST.org provides guidelines in three areas: perception, language and symbols, and comprehension. These checkpoints invite instructors and designers to consider how we can lower barriers so that all students have access to the concepts and ideas we need them to master.
How I've Incorporated UDL
One of my favorite ways to incorporate UDL principles into my own courses is to employ checkpoint 3.1, “activate or supply background knowledge.” As content experts, we often forget that our students are not operating from the same level of understanding as we are, and we might unintentionally create learning barriers. For example, in one of my courses, I ask students to create and post an infographic on a discussion board. In earlier iterations of the course, I received many questions from students about the assignment, and many submissions missed the mark. I quickly realized that some students were unaware of infographics or confused about how to create one. It wasn’t the content that was giving them trouble; it was the barrier I unintentionally created by assuming they had the required background knowledge. So, I included some resources and examples for those who might need them.
Remember that UDL is like a buffet; we set out options and choices that might interest or support students as they work through the learning process. In this case, I have included links and examples for students who might need them, but those who don’t are free to ignore those supports and jump right into the work. It’s a small tweak on my end, but it can be a vital support for students who would otherwise struggle unnecessarily. By removing the barrier of missing background knowledge, students can use their time and energy to do the actual heavy lifting of learning.
UDL Resources
If you like the idea of small changes for big impact, but you’re not sure how to get started, I’ve gathered some resources that might help. Friendly reminder, when looking into new technologies to implement, check the Accessibility Statements InfoGuide and share new tools with IT to ensure the accessibility and privacy of tools are shared with students.
| Guideline | Checkpoints | Resources |
|---|---|---|
| Perception | 1.1: Offer ways of customizing the display of information 1.2: Offer alternatives for auditory information 1.3: Offer alternatives for visual information |
|
| Language & Symbols | 2.1: Clarify vocabulary and symbols 2.2: Clarify syntax and structure 2.3: Support decoding of text, mathematical notation, and symbols 2.4: Promote understanding across languages 2.5: Illustrate through multiple media |
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| Comprehension | 3.1: Activate of supply background knowledge 3.2: Highlight patterns, critical features, big ideas, and relationships 3.3: Guide information processing and visualization 3.4: Maximize transfer and generalization |
Ready to Implement?
So, are you ready to smash down those barriers? If you’re looking for more ways to “construct” a course based on UDL principles, here are a few to-do items:
- Read the research behind the principles from CAST.
- Sign up for an ACUE summer course.
- Set up some one-on-one time with me to talk specifically about your courses.
I have enjoyed serving as one of your Faculty Fellows in Teaching and Learning this year, and I hope that my UDL refresher series has helped inspire you! If you have found them valuable, I’d humbly ask that you share some anonymous feedback in this short survey. Good luck as you wrap up this semester, have an enjoyable and relaxing summer, and- as always- Happy Teaching and Learning!
Aryn Davis, M.Ed.
Associate Professor
School of Education
aryn.davis@daytonastate.edu | 386-506-3077