1. Learners and Learning: More Learning for More Learners
As you come into the workshop today, use the opening minutes to review and respond to the
following two writing prompts to begin thinking on workshop themes.
1. Learning
Frank Coffield proposes the following definition of learning, with two qualifications:
“Learning refers only to significant changes in capability, understanding,
knowledge, practices, attitudes or values
by individuals, groups, organisations or society.”
Qualification 1: Learning excludes the acquisition of factual information
when it does not contribute to such changes.
Qualification 2: Learning excludes immoral learning as when prisoners
learn from other inmates in custody how to extend their repertoire of criminal
activities.
Just Suppose Learning & Teaching Became the First Priority (2008)
Making use of the prompt above as well as your experience as learner and teacher brainstorm in the
space below, or on your keyboard, to begin defining what learning would look, sound, be like in your
course(s).
For Further Information – Coffield‟s analysis shows that if those involved in teaching – at policy or
classroom levels – do not define learning, then acquisition becomes the default definition regardless
of course goals/outcomes and levels of complexity required for mastery.

2. 2. Learners: Making use of your experience and prompted by the chart below, write notes / ideas
about what learner characteristics will help students flourish in your class. Use space below the chart
or your keyboard to record your focused list of learner characteristics.
STUDENTS LEARNERS
Relationship with Students are employees, required to Learners are citizens with a vested interest in
Educators obediently follow instructions. the learning society.
Relationship with Students are competitors Learners are collaborators
other Students
Motivation Obligation: Students are culturally obliged Responsibility: Learners are motivated by an
to work for the teacher & for understood and realized “value in their work,
compensation (below) especially when it is valuable to others.
Compensation Institution defined grades and gateways A sense of ongoing accomplishment that is not
to college (another institution) and a delivered but earned, and not symbolic but
good job (another institution) tangible and valuable – an investment.
Mode of Operation Compliant, group-disciplined, objective- Persevering, self-disciplined, group-and goal-
oriented, and trainable oriented, resourceful, and learning in order to
achieve rather than achieving learning
Why Compelled Curious
Equipped …with packaged knowledge and tools for
recording packaged knowledge – …with tools for exploring a networked variety
prescribed and paced learning of content, experimenting with that content,
and discovering, concluding, and construction
knowledge – invented learning
Assessment Measuring what the student has learned. Measuring what the learner can do with what
has been learned.

3. What is Universal Course Design?
Adaptation from an Instructors’ Wiki into which we have added aspects of Integrated Aligned Course Design & of 9 Principles of UDI.
Universal Course Design (UCD) is constructing college courses including course curriculum, instruction, assessment and the
environment to be usable by all students, to the greatest extent possible, without the need for accommodations.
Faculty Goal: What should all students know and be able to do by participating in this learning experience?
Faculty Challenge: High standards and greater student diversity.
DESIGN CONSIDERATIONS UDI PRINCIPLES
Use in conjunction with Integrated Aligned Design Primary Starting Points
Curriculum
Determine the specific course content, skills, and strategies to be learned. 1. Equitable use
Ask the question, “How will the students access the information?” 2. Flexibility in use
Provide flexible media & materials to ensure information access & learning. 3. Simple and intuitive
Motivate & engage the students based on interest, experience & application.
Instruction
Provide multiple and flexible methods of presentation. 1. Flexibility in use
Provide multiple models of correct performance, multiple opportunities to practice 4. Perceptible information
with supports & flexible opportunities to demonstrate skill. 9. Instructional climate
Provide choices of content and tools, choice of learning context all of which are
culturally responsive.
Assessment
Create two or more assessment choices for students to choose from to coincide 1. Equitable use
with their learning style 5. Tolerance for error
Provide ongoing evaluation of “what is working and what is not.”
Change methods according to the effectiveness & appropriateness of pre-
sentation format, expression methods & level of engagement of all students.
Measures a range of student performance across multiple levels.
Environment
Create a campus-wide climate that is safe, caring, and nurturing. 6. Low physical effort
Build a personalized learning environment. Teach respect for all learners. 7. Size and space
Use physical space to enhance student participation and engagement. 8. Community of learners
Student-teacher social interactions, classroom climate, and peer group
relationships enhance student learning.

4. EXAMPLES RESOURCES
Suggestions from Instructors’ Wiki Suggestions from us for Further
Information
Course Curriculum
A statistics professor at New Hampshire Community Technical College began his course by Developing an Inclusive Curric.
asking students name their interests. He then incorporated the interests into the statistical http://z.umn.edu/ukinclusive
data sets he used in class. Students reported being more interested in the class and better Creating an Inclusive Campus:
able to understand how information they learned applied to their profession. http://z.umn.edu/3h8
Instruction
A family studies professor at the University of Vermont teaching a large lecture class used Preparing Future Faculty portal:
to lecture for an hour but noticed that after 20 minutes students‟ eyes look dazed and they http://z.umn.edu/ida8101
stopped taking notes. When the mid-term exam scores were not great he decided to begin Improving web access for learning:
providing the class with an outline of session concepts & content. Also, students broke into http://webaim.org/
groups to discuss a particular problem and then report to the entire class. This strategy Accessible PowerPoints:
increased the level of engagement in class. Using an MP3 player to audio, he recorded http://z.umn.edu/3h9
lectures, and after class put the audio file on the website for students to download. As a Connecting:
result of this technique, students were better prepared to participate in class. http://z.umn.edu/findingcommonground
Merlot on UCD:
http://z.umn.edu/udmerlot
Assessment
An education professor at Rhode Island College recognized the diverse learning styles in Accessible Assessments:
her classroom and decided that a typical final exam would not accurately reflect what http://z.umn.edu/assmt
students had learned. So, she gave them a choice: take the final exam or develop a website Universal Design for Testing:
in groups of 3 using wikis to reflect what they had learned in the class. 65% of the students http://z.umn.edu/3ha
chose to develop a website, which they still refer to that site as a resource and she has Universal Design for Assessment:
used it as a resources in subsequent classes. http://z.umn.edu/3hb
Writing & Multilingual Students:
http://z.umn.edu/multilingual
Environment
A nursing professor at the UMassachusetts-Boston assigned a small classroom with rows of Multicultural Learning/Teaching:
chairs does not like the arrangement because it does not permit her to freely interact with all http://z.umn.edu/islands
students. So, she arrives in the classroom a half an hour early to rearrange the chairs into a Universal Design for Instruction:
large circle, equalizing the learning environment for all. Students not only take a more active http://udi.uconn.edu/
role in the conversation during the class, but also arrive early to help her with the chairs &
speak to her about their work.

5. Published on [Universal Design for Instruction in Postsecondary Education] (http://udi.uconn.edu)
Home > The Nine Principles of UDI©
The Nine Principles of UDI©
Universal Design for Instruction (UDI) is an approach to teaching that consists of the
proactive design and use of inclusive instructional strategies that benefit a broad range
of learners including students with disabilities. The nine Principles of UDI© provide a
framework for college faculty to use when designing or revising instruction to be
responsive to diverse student learners and to minimize the need for "special"
accommodations and retrofitted changes to the learning environment. UDI operates on
the premise that the planning and delivery of instruction, as well as the evaluation of
learning can incorporate inclusive attributes that embrace diversity in learners without
compromising academic standards.
Principle Definition
1. Equitable use Instruction is designed to be useful to and accessible
by people with diverse abilities. Provide the same
means of use for all students; identical whenever
possible, equivalent when not.
2. Flexibility in use Instruction is designed to accommodate a wide range
of individual abilities. Provide choice in methods of
use.
3. Simple and intuitive Instruction is designed in a straightforward and
predictable manner, regardless of the student's
experience, knowledge, language skills, or current
concentration level. Eliminate unnecessary complexity
4. Perceptible Instruction is designed so that necessary information
information is communicated effectively to the student, regardless
of ambient conditions or the student's sensory
abilities.

6. 5. Tolerance for error Instruction anticipates variation in individual student
learning pace and prerequisite skills.
6. Low physical effort Instruction is designed to minimize nonessential
physical effort in order to allow maximum attention to
learning.
Note: This principle does not apply when physical
effort is integral to essential requirements of a course.
7. Size and space for Instruction is designed with consideration for
approach and use appropriate size and space for approach, reach,
manipulations, and use regardless of a student's body
size, posture, mobility, and communication needs.
8. A community of The instructional environment promotes interaction
learners and communication among students and between
students and faculty.
9. Instructional climate Instruction is designed to be welcoming and inclusive.
High expectations are espoused for all students.
Adapted From:
Principles of Universal Design for Instruction, by S. S. Scott, J.M. McGuire, & S.F. Shaw. Storrs:
University of Connecticut, Center on Postsecondary Education and Disability. Copyright 2001.
Permission is granted to copy this document for educational purposes; however, please acknowledge
your source using the following citation:
UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary
Education and Disability, University of Connecticut, Storrs.
http://udi.uconn.edu/index.php?q=content/examples-udi-online-and-blended... [1].
Source URL: http://udi.uconn.edu/index.php?q=content/nine-principles-udi%C2%A9
Links:
[1] http://udi.uconn.edu/index.php?q=content/examples-udi-online-and-blended-courses

7. Universal Design for Instruction
Integrated and Aligned Design
Universal Design is not new. It encompasses a range of design considerations with a
goal to create learning environments that minimize barriers to teaching and learning.
Universal Design is not easy, but a universally designed course will minimize the need
to change or modify the design, delivery, and assessment of course material while
improving learning for all students. Integrated and Aligned Design incorporates the
principles of Universal Design into well established tenants of good curricular design.
This is a summary of essential design considerations:
1. What level of intellectual behavior are you attempting to reach (Bloom‟s
Taxonomy, e.g. knowledge/remembering, understanding, applying)?
Does the course begin with remembering basic information and end with
application to novel situations, or is this a survey course where remembering is
the expected level of mastery?
Determining the desired level Intellectual behavior leads to the question, “how
will I achieve this?” This leads to the next design tool, Backward Design.
2. Backward Design – Summary Points
a) Establish Intended Learning Outcomes (Curriculum)
b) Determine various modes of feedback and assessment (Assessment)
c) Develop teaching and learning activities (Instruction)
a) Learning Outcomes (Curriculum)
Begin at the end
o What should students know at the end of the: course, topic, lecture
 What is essential; what prepares students for follow on learning
 What do you desire for them to leave with when your course
ends
Write clear and measurable Outcomes – move beyond “understand” and
“remember”. Make objectives Concrete and Tangible. Essentially, you will
define “to understand” with specific terms.
o Not…„to understand the steps of the research process‟.
Instead…„students will demonstrate mastery of the research process
through creation of a research outline, passing a test on the tenants of
good research design, and completion of a research paper.‟
Well constructed objectives provide direct links to how you should assess
teaching and learning.
Reflect – Who are my learners? In what ways do they learn? What can I do
to reach this diverse range of learners (Universal Design)? Do my learning
outcomes result in excluding different learners?
b) Feedback & Assessment Procedures (Assessment)

8. What will the students have to do to demonstrate that they have achieved the
learning outcomes? Go beyond the basis for issuing a course grade and
determine if the assessment plan meets your objectives for student learning.
Include multiple modes of assessment to both gauge their learning and
effectiveness of teaching.
Reflect – Are there artificial constraints contained my assessment plan, i.e. is
time truly essential? Is my wording clear, concise, and unambiguous? Are
my graphic elements clear, readable, scalable in size? Do my assessment
and feedback strategies include a rubric? Is my assessment plan flexible to
allow for adjustments without difficulty?
c) Teaching/Learning Activities (Instruction)
Identify a range of teaching and learning activities (lecture, discussion, project,
etc.) that supports the objectives and relates to the assessment plan.
Identify enabling resources (to achieve learning outcomes/Universal Design)
o Time, tools, personnel, materials and money
o Learning activities (in and out of class)
o Course materials (books, lab manuals, etc.)
Reflect – Will these activities achieve my objectives? Do they minimize the
need for later adjustment? Do these activities support my assessment plan or
are they a good idea or activity I‟m trying to make fit?
3. Review you plan
Check to ensure that the three components of Backwards Design are all
consistent with, and support each other.
Review your strategy for teaching and learning
o Multiple modes of engaging learners
o Multiple modes of presenting information
o Multiple modes of expression of learner expression
Review the learning environment to reduce barriers to teaching and learning,
both physical and cognitive. Anticipate barriers and adjust for them.
Plot the term on a calendar, create a timeline
o If I need to create a new teaching strategy, how long will it take?
o When can I implement a new assessment tool and do I have the
resources to do it?
o What if a discussion does not reach my learning objective, do I have time
to implement a different activity?
Adapted from:
Designing Courses for Significant Learning Being Concrete as a Teacher: From Course
L. Dee Fink, PhD (2003) Outcomes Through Practical Activities
David Langley, UMN Center for Teaching and
Universal Design of Instruction Learning
University of Connecticut
http://www.facultyware.uconn.edu/home.cfm Taxonomy of educational objectives
Bloom, B. S., et al. (1956)

9. Design Exercise – First week of the term
Course Name:
Course Objectives:
Objective(s) for the First Week of the Term:
Assessment/Feedback Plan for the First Week‟s Objective(s)
Teaching/Learning Activities
Reflection
Before instruction:
After instruction:
What changes based on the scenarios?

10. Classroom Scenarios for Incorporating Universal Design Principles
1. New to This Educational Culture
In the department, you overhear a colleague talking about the international students who were
in her 1000-level course last fall. Because many of them were freshmen who were new to the
U.S., she found herself spending more time than usual with them after class and during office
hours answering questions about the material and clarifying expectations for the assignments
and exams. Their academic performance was on par with their local peers, but she lamented
the amount of extra help these students seemed to need. Upon hearing this, you look more
closely at your class list and find that this fall you will have several international students who
appear to be students in their first semester at the U. Given that they will be adjusting to a new
educational culture, as well as perhaps adjusting to learning in a second language, what can
you do given these factors to maximize their learning in ways that will benefit all your students?
2. Formal Accommodations Request
It is the first week of the semester and you receive an email (excerpted below) from a student
in your class (John). He is transmitting a Disability Services letter which notes
accommodations that the student will need; you have not yet met this student in person. On
reading the email, you wonder, what can you do in light of this situation to maximize this
student‟s learning in ways that will benefit all your students?
--------------
This student is registered with Disability Services and has a documented disability that impacts
vision. Therefore, I recommend that the student meet with you to discuss the following
accommodations:
Classroom Accommodations
Note taking assistance provided by a peer note taker. Please assist John in finding a
student in the class to provide copies of his/her notes. John will provide an
announcement for you to read to the class explaining this process.
Preferred seating. Please allow John to choose seating in the classroom.
Audio recorder, provided by student, for lectures.
Coursework Adaptation Accommodations
Class handouts provided in large print: 20 pt font. Bold, sans serif
Recommended Best Practices/Universal Design
Instructor provides verbal description of all visual materials shown in the classroom.
Instructor provides presentation slides to the student prior to the class.
Testing Accommodations
Extended time for all exams: double time
Alternate format testing materials provided by Disability Services: Large print, 20 pt font.
Use of computer to provide large print display.
3. A Textbook Case

11. You‟ve made your syllabus available to students ahead of the semester – you know from past
experience that a number of students like to start collecting and reviewing course readings
during the couple of weeks before classes begin. This year a number of students have
emailed or dropped by to ask whether they might buy an earlier edition of the textbook since
it‟s nearly $75 less expensive than one they could order online (which costs less than the text
at the local campus bookstore). Cuts in grants, student loans and increased tuition, some say
is impacting their textbook budget. One first generation student who is an engaged student in
your department thinks she might have to shift her classes in order to balance out the book
costs. Classes start next week and you wonder, what can you do about this situation to
maximize their learning in ways that will benefit all your students?
4. Learning and Teaching Interrupted
You have a student who does not appear to be intentionally rude or abusive, but constantly
interrupts, often offering personal information or opinion that has little relevance to the topic
being discussed. During the first week, you notice the student sometimes dominates
discussion, generally by asking repeated follow up questions, and at times by making repeated
movements to switch chairs or stand up. Other students in the class have begun to avoid
sitting nearby. Given that the course features a series of group activities requiring consistent
collaborative participation, you are now thinking about how to structure those activities and you
wonder, what can you do with regard to this situation to maximize their learning in ways that
will benefit all your students?

12. UNIVERSAL DESIGN RESOURCES
University of Minnesota:
Center for Teaching & Learning http://www1.umn.edu/ohr/teachlearn/
Disability Services http://ds.umn.edu/
Accessibility in Learning http://accessibility.umn.edu/
Office of Information Technology http://www.oit.umn.edu/index.php
Additional information on Universal Design, Instruction, Course
Syllabus, Technology, and more:
Center for University Design http://www.ncsu.edu/project/design-projects/udi/
The Faculty Room http://www.washington.edu/doit/Faculty/Strategies/Universal/
Technology http://www.washington.edu/doit/Resources/technology.html
Course Design http://www.eeonline.org/
How to Rethink Your Syllabus http://www.portals.emory.edu/sylideas.html
Course Syllabus http://uditeach.r2d2.uwm.edu/?p=67
Syllabus Development
http://tep.uoregon.edu/resources/universaldesign/syllabus.html
Merlot http://www.merlot.org/merlot/index.htm (search “universal design”)
UDI for Moodle http://www.irrodl.org/index.php/irrodl/article/view/869/1575