Application of Universal Design for Learning to Technology Driven Instruction

 A Reflection of K12 Online Alignment to the Principles of Universal Design for Learning: the Khan Academy

Online learning has increased in use in the past five years and students with identified disabilities make up a large portion of the student population. The flexibility of content and instruction delivery that online learning affords to students is potentially beneficial to students with exceptionalities (Smith & Harvey, 2014). The main question Smith and Harvey (2014) aim to answer is whether blended or fully online options for learning are effective for the K-12 learners with identified disabilities. Universal Design for Learning (UDL) is the framework used to guide instructional goals, assessments, methods, and materials that meet the individual needs of students. Using UDL allows for instruction to cater to the individual student’s unique way of learning by designing curriculum based on the needs of marginalized groups (About universal design for learning. [AUDL] CAST, 2021). According to Smith and Harvey (2014) based on the nature of the UDL framework it stands to reason that aligning online curriculum and content to the UDL framework is a valid measurement of accessibility and effectiveness. 

The UDL principles include multiple means of representation, multiple means of action and expression, and multiple means of engagement (Smith & Harvey, 2014). These principles are measured by checkpoints representing how these principles are utilized in the classroom. A UDL scan tool is used to evaluate effectiveness of online instruction in Smith & Harvey’s (2014) study. A random sampling of lessons was taken from Khan Academies content and then evaluated using the UDL scan tool. According to Smith and Harvey (2014) the study indicated that Khan Academy was not aligned with the three principles of UDL. This indicates the online learning platform is inappropriate for students requiring multiples means of representation, action, and expression, and engagement (Smith & Harvey, 2014). Limitations identified in the study are that the UDL framework does not include all standards and conclusions should not be made without further review. Conclusively, Smith and Harvey (2014) suggest that schools engaged in blended and fully online learning need options that address learner variability and UDL should be considered during the design process of online curriculum. 

UDL Principles as it Applies to my Lesson Plan Project

The lesson plan I am developing aims to identify properties of matter. Students utilize PearDeck during notes and engage in online simulations. PearDeck is a platform in which students respond to prompts and is used as a tool for creating engagement during lecture-based lessons. Students are given opportunities to explore the properties of matter using online simulations. This lesson is based more on direct instruction, and it is my assessment that since this is the primary fault in Khan Academy, the lesson will meet more checkpoints indicated by the UDL Scan Tool. With the teacher guiding instruction the content is more catered to students and allows for multiples representations through verbal, visual, and interactive content. Furthermore, the lesson structure allows for multiples means of action and expression through verbal responses, typed responses, student discussion, drawings, and manipulation of online tools. Finally, there are multiple means of engagement using technology with weaknesses in availability of hands-on investigations that could be compensated in a later lesson. My reflection based on this study is that online lessons independently lack the fundamental human component of catering instruction for the individual student. 

CAST Universal Design for Learning Strategies to Integrate into the Lesson

To address weakness in the lesson plan, there are instructional strategies available that can address the principles of UDL. One instructional strategy that can be integrated into the lesson addressing Engagement checkpoint 8.3, foster collaboration and community, is the use of cooperative learning groups set with clear goals, role, and responsibilities (AUDL. CAST., 2021). In reflection of my current lesson plan, I found that it was lacking social interaction and much of the lesson is individual based. I feel to better address UDL principles in the lesson it would be beneficial to integrate some cooperative learning activities reviewing the content. 

Another strategy addressing the Representation checkpoint 3.1, activate or supply background knowledge, is the use of an advanced organizer (AUDL. CAST., 2021). The advanced organizer is an effective method for beginning a lesson because it allows for students to demonstrate what they already know and allows for progress in learning to be analyzed. Students using a graphic organizer like a KWL chart can be self-reflective and see where they are going in the lesson.  

References

About universal design for learning. CAST. (2021, April 20). Retrieved September 21, 2021, from https://www.cast.org/impact/universal-design-for-learning-udl. 

Smith, S. J., & Harvey, E. E. (2014). K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy. Open Learning: The Journal of Open, Distance and E-Learning, 29(3), 222-242.