Multiple Means Of Representation Research Articles

Flipped Team-based Learning as Universal Design for Learning Physiology

Universal Design for Learning (UDL) is an educational framework to guide the design of learning environments that are both accessible and challenging. The UDL follows three principles: Multiple means of engagement, multiple means of representation, multiple means of action and expression Lessons plan using UDL anticipates various learning styles, different interests, academic backgrounds, disability status, age, gender, race, and ethnicity. Constructivism is a learner-centered theory of learning in which the instructor is considered a facilitator. In social constructivism, learning is facilitated through interactions with peers and instructors who can guide and support learning. Team-based learning (TBL) is an example of social constructivism. In this session, participants will learn how to implement the various stages of TBL for Biomedical Sciences that could be easily translated into other disciplines. Michelsen & Sweet introduced the essential elements of TBL as a guide for instructors to implement this approach in higher education courses. The main goal of TBL is "ensuring that students have the opportunity to practice course concepts to solve a problem." The model presented by Michelsen consists of 5-7 learning modules that follow three-step cycles: 1) preparation step (pre-class). This step was created as "flipped" classroom with a variety of learning methods, assessments and virtual labs with immediate feedback to facilitate preparedness for step two 2) Step two is class readiness assurance; in this step, students take a two-step quiz process. First, students complete a quiz individually and submit their answers in scantron form. Subsequently, students re-take the quiz using the Immediate Feedback Assessment Technique (IF-AT) as a team. Afterwards, students can challenge any questions they may have missed. Then, the instructor spends the last 10-15 minutes of the class for a short lecture to clarify misconceptions and review the questions. The readiness assurance portion lasts between 45-75 minutes. Finally, 3) step 3 is called "Application of Course Concepts," in which application assignments are given to the teams. This period takes 1-4 hours, and thus, the most significant component of TBL is application. We hypothesize that flipped TBL can be effectively used as a UDL for undergraduate and graduate physiology courses. Undergraduate and graduate students report better understanding of concepts, engagement, and inclusion after participating on a TBL course. Conclusion: Flipped TBL is a powerful and effective teaching strategy to create an inclusive environment in physiology courses. APS Teaching Career Enhancement Award and University of Louisville Department of Physiology. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Auditory Learner

Auditory Learner

Implementing Universal Design for Learning (UDL) in Online Courses: Perspectives of faculty and students at Prince Sattam bin Abdulaziz University

This study investigates the extent to which universal design for learning (UDL) principles have been used in online courses according to the opinions of professors and students at Prince Sattam bin Abdulaziz University. Using a descriptive approach, the researchers created two questionnaires, one for faculty members and one for students. Each questionnaire contained 36 items on the main principles of UDL: multiple means of representation, multiple means of performance and expression, and multiple means of motivation and participation. The sample consisted of 75 male and femal faculty members and 112 students, who were selected randomly. The results suggested that online courses helped faculty achieve some UDL principles and raise awareness about those principles. There was also high agreement between faculty and students about the positive impact of distance learning, which reportedly increased students’ exposure to many UDL elements, such as offering more means of communication and interaction. In addition, students reported high levels of participation in classes implementing UDL principles.

Teaching economics in higher education with universal design for learning

Universal Design for Learning (UDL) is a framework, first introduced by the Harvard School of Graduate Education in 1984, to incorporate different approaches to engage and motivate learners from diverse backgrounds in an inclusive learning environment. UDL promotes academic curriculum design based on three main principles: (1) multiple means of representation, (2) multiple means of action and expression, and (3) multiple means of engagement. This study shows how UDL can be implemented in a principles of microeconomics course, providing examples of good practice for delivery structures and evaluation criteria that integrate UDL strategies.

Catering for the diversity of students in the 21st century classrooms

The article considers Universal Design for Learning as a comprehensive approach for catering the diversity of students in modern classrooms. The key concepts of the work are the actual concepts of the modern educational environment such as educational barriers and accessibility. Multiple means of representation, multiple means of action and expression as well as multiple means of engagement described in the given article allow educators to create classrooms with updated content providing the student-centered design.

Multiple means of representation? A critical analysis of Universal Design for Learning checkpoint 1.2

This paper provides a brief overview of the history of Universal Design for Learning (UDL), its prominence in the literature, and its use within the educational community. It then provides a critical analysis of the literature base linked to UDL checkpoint 1.2 by examining the relevance to the current trends in education and technology and alignment with checkpoint 1.2 and/or UDL as a whole. Using these criteria, the paper reports how much of the literature base was out-of-date or disconnected to UDL. Given UDL’s prominent position in educational policy, further research into its effectiveness is necessary. Implications are discussed.

Multiple utilities of infographics in undergraduate students’ process-based writing

Although infographics have been used for educational purposes, their specific use for teaching process-based writing in undergraduate writing courses is not documented in the literature. When integrating infographics into a process-based writing instructional approach, they may offer students multiple means of representation, engagement, and expression – universal design for learning principles. We examined one undergraduate writing course that integrated infographics into a process-based writing approach to understand student experiences and uses of this multimodal communication form. Results show that infographics have unique benefits and challenges to supporting student writing. Results also reveal that students used their infographics for revising, transferring, and rethinking the content of their subsequent, text-only research papers. This work has implications for college composition pedagogy.

Flexible teaching of mathematics word problems through multiple means of representation

Flexible teaching of mathematics word problems is essential to improve learning. Flexible teaching is vital in terms of providing meaningful learning, creating inclusive learning spaces and making content accessible. As such, teachers need to strive to provide flexible teaching of mathematics word problems in order to optimise and maximise learning. In line with this notion, therefore, the qualitative case study reported in this article aimed to explore the implementation of one aspect of universal design for learning (UDL), namely multiple means of representation (MMR), to guide flexible teaching of mathematics word problems. Data were collected using focus group discussions, reflection and observation sessions in which five high school mathematics teachers and a Head of Department were involved. The teachers participated in a mini-workshop on the application of the UDL principles which was organised to introduce and induct them to the approach. The study showed that MMR can be used to help guide flexible teaching of mathematics word problems by providing varied options for comprehension: options for language, mathematical expressions and symbols, as well as options for perception. The findings of the study recommend the need for teachers to adapt their teaching by considering the application of the MMR principle to guide and promote flexible teaching of mathematics word problems.

Implementing Universal Design for Learning Elements in the Online Learning Materials of a First-Year Required Course

Universal Design for Learning (UDL) is a pedagogical design theory that accounts for variability across and within learners, both in physical classrooms and with online learning materials. Librarians at Washington State University implemented elements reflective of specific UDL checkpoints in a heavily-used LibGuide for a required undergraduate course. Online learning objects create opportunities for meeting UDL’s goals of not only multiple means of representation, but also engagement and action and expression extending beyond the baseline obligation to meet standard accessibility guidelines. We discuss our implementation of UDL elements, changes in LibGuide use before and after the introduction of UDL features, and usability study results, focusing on how students who face learning barriers view UDL. We explain considerations for successfully implementing UDL in online materials and the potential benefits.

Using UDL to Plan a Book Study Lesson for Students With Intellectual Disabilities in Inclusive Classrooms

Students with intellectual disabilities are among the least likely students to spend a significant amount of time in general education classrooms. When they are included, they may spend their time on non-academic learning experiences. Universal Design for Learning is a lesson planning framework that can guide teachers in inclusive lesson planning. This article explores the Universal Design for Learning framework and how teachers can incorporate it into the lesson planning process for a book study in high school English Language Arts. This lesson planning process provides genuine learning experiences to students with intellectual disabilities in the general education classrooms. The article offers examples of how to incorporate multiple means of representation, multiple means of engagement, and multiple means of expression and action within the four steps of the lesson planning process: learning goals, instructional methods, instructional materials, and assessment.

Towards Universal Design in the Classroom

In this Article, I will discuss how we can make the law school classroom more accessible through the use of universal design features. I am sure my list is incomplete and that others, including the contributors to this issue, can add to this list. Nonetheless, I think there are two key benefits to a discussion of universal design principles. First, the use of universal design features will lessen the need for students to identify themselves as disabled and seek to use an often-clumsy accommodation process. It is expensive to receive a disability diagnosis from a trained professional, and some universities require documentation with adult norms that would not have been used for K-12 testing, when students were not yet adults. Further, some universities require students to renew their requests each semester. Even if the renewal request is automatically approved, it is time-consuming, anxiety-producing and disrespectful to one’s dignity to have to say “yes, I still have a visual impairment.” Second, I have found that all students benefit from many universal design features. On my end-of-year student evaluations, I often get comments from students thanking me for my use of a universal design feature, such as posting Powerpoint slides in advance of class, even though they do not identify as disabled. My students with disabilities often also thank me for allowing them to access instruction more fully without going through an accommodation process. The “universality” aspect of universal design has broad appeal. It saves time and money while respecting the dignity interests of students with disabilities. As a starting point to learn more about universal design, I would recommend that instructors learn to use resources such as ones made available by CAST. CAST is a nonprofit education research and development organization that created the Universal Design for Learning framework, which is used throughout the world to make education more inclusive. It provides strategies to have multiple means of engagement (the “why” of learning), multiple means of representation (the “what” of learning), and multiple means of action and expression (the “how” of learning) to reach the broadest possible audience. Within each of these categories, they offer guidelines on how to gain access, build knowledge and internalize learning so that students become expert learners. In this Article, I will discuss most of the sections on the CAST universal design chart and suggest ways that universal design can be achieved in a law school classroom. In making my suggestions, I am going to assume that some of my students are on the autism spectrum, some have visual or reading impairments that require the use of a screen reader, some have low vision, some have dyslexia, some have physical or motor disabilities, some are deaf or hard of hearing, some have an anxiety disorder or depression, some have ADHD, and some have a visual impairment such as color blindness. Some students, of course, may have several of those impairments. I will also add content to the issue of how to test students under principles of universal design, a topic not featured on the CAST website. While CAST is certainly not the only entity providing assistance with how instruction can proceed under principles of universal design, I am featuring it in this Article because I have found it helpful in my work. I encourage others to amplify what I have learned through their work.

AstroDance: Engaging Deaf and Hard-of-Hearing Students in Astrophysics via Multimedia Performances

The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe AstroDance, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. AstroDance incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ~20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the AstroDance project, we surveyed ~1000 audience members roughly split evenly between hearing and DHH audience members. While both groups reported statistically equivalent high-rates of enjoyment of the performance, the DHH group reported an increase in how much they learned about science at a statistically significant rate compared to the hearing audience. Our findings suggest that multi-sensory approaches benefit both hearing and DHH audiences and enable accessible participation for broader groups.

And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

This case study explores how a research-practice partnership worked to cross-pollinate culturally sustaining pedagogy (CSP) and Universal Design for Learning (UDL) over the course of a 9-week spoken word poetry unit in a seventh-grade classroom. The unit reflected CSP’s commitment to linguistic, literate, and cultural pluralism (e.g., centering culture- and identity-focused writing) while also intentionally embedding principles of UDL (e.g., multiple means of representation, action, expression, and engagement). The analysis examines how and why some students in this classroom centered dis/ability in their poetry writing and how the design and implementation of the unit invited more complex understandings of cultures and identities. Findings suggest that CSP supported students in making their identities more visible in the classroom, while the integration of UDL principles eliminated barriers for participation. Both were integral in focal students’ engagements with aspects of their identities throughout the unit. Ultimately, the unit’s design facilitated the movement of the focal students from the periphery to more centripetal roles within the classroom community.

Universal Design for Learning in the University Classroom

Universal Design for Learning (UDL) is based on the architecture and industrial design paradigm, universal design. The UDL framework provides guidelines for teachers when they create, instruct, and assess the delivery of content. Based on three underlying principles: multiple means of representation, action and expression, and engagement, UDL targets the needs of every learner in the classroom. Although much has been written about UDL in the K-12 classroom, the principles apply equally to higher education. Most faculty are well versed in the delivery of content through a traditional lecture format, yet few consider applying UDL principles. It is not enough that an instructor provide knowledge. He or she must also ensure that critical content is accessible to all students entering the university classroom. Faculty members recognized for their excellence in teaching include teaching strategies that are aligned to UDL principles. These strategies include creation of positive learning environments, use of humor, active engagement vs passive engagement, and explicit structure. The primary purpose of the article is threefold: to discuss the importance of using a UDL approach in higher education, to help faculty begin using a UDL approach through professional development, and sharing strategies for students in the higher education classroom. Recommendations are made for providing professional development to faculty to increase their use of universal design for learning principles with questions for consideration. Additional recommendations are made for teaching students through the UDL lens. By using a UDL framework, all students have access to curriculum in ways meaningful to each individual.

Postsecondary chemistry curricula and universal design for learning: planning for variations in learners’ abilities, needs, and interests

Federal legislation requires equitable access to education for all students at all levels, including in the postsecondary setting. While there have been a few studies in the chemistry education research literature base focused on how to support students with specific disabilities, this work seems to exist as a separate stream of research without direct impact on curriculum development and the overall community. This study focused on investigating how well three sets of general chemistry curricular materials support variations in students’ abilities, interests, and needs. To accomplish this, we compared the curricular materials with the Universal Design for Learning (UDL) framework, which describes steps to account for variations in ability among learners during curriculum development. The UDL framework is organized into three guidelines (multiple means of representation, action and expression, and engagement), further delineated by nine principles and thirty-one finer-grained checkpoints for designing courses. We looked for examples of enactment of the UDL checkpoints in a representative sample of activities. Across all three sets of curricular materials, only four of the thirty-one checkpoints were enacted in at least 75% of the activities, indicating high enactment. On the other hand, eleven of the checkpoints were enacted in less than 25% of the activities, indicating low enactment. Overall, there is much room for improvement in consistently providing support for learner variation within these general chemistry curricular materials. We argue that some of the burden of making curricular materials supportive of all students lies with curriculum developers and provide recommendations for improving support and accessibility.

Integrating universal design for learning as a pedagogical framework to teach and support all learners in science concepts

This paper addresses one-size-fits-all curricula issue by integrating universal design for learning (UDL) as an innovative pedagogical approach for creating learning spaces for all students in the classroom - regardless of their ability and facilitates instructional adaptations that bring students together as a community of common learners. In this study, digital technologies were incorporated to support three UDL principles (multiple means of representation, action and expression, and engagement). The quantitative results of this research study revealed that students of Grade 3 exhibited physical engagement after receiving the UDL-infused instructions, but this gain was not significant in comparison to those who received the conventional instructions. Moreover, the gains were not significant in terms of emotional and cognitive engagement. Whereas, the qualitative themes that emerged in this study, under classroom environment and three factors of engagement - cognitive, emotional and physical, indicate that UDL provides teachers with a useful model for creating an enabling environment for all students to learn and engage.

Integrating universal design for learning as a pedagogical framework to teach and support all learners in science concepts

This paper addresses one-size-fits-all curricula issue by integrating universal design for learning (UDL) as an innovative pedagogical approach for creating learning spaces for all students in the classroom - regardless of their ability and facilitates instructional adaptations that bring students together as a community of common learners. In this study, digital technologies were incorporated to support three UDL principles (multiple means of representation, action and expression, and engagement). The quantitative results of this research study revealed that students of Grade 3 exhibited physical engagement after receiving the UDL-infused instructions, but this gain was not significant in comparison to those who received the conventional instructions. Moreover, the gains were not significant in terms of emotional and cognitive engagement. Whereas, the qualitative themes that emerged in this study, under classroom environment and three factors of engagement - cognitive, emotional and physical, indicate that UDL provides teachers with a useful model for creating an enabling environment for all students to learn and engage.

The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model

<p>Standardising learning content and teaching approaches is not considered to be the best practice in contemporary education. This approach does not differentiate learners based on their individual abilities and preferences. The present research integrates a pedagogical theory <em>Universal Design for Learning (UDL) </em>with an information system (IS) theory <em>Technology Acceptance Model (TAM).</em> It aims to examine the effectiveness of a technology-enhanced traditional web design course on blended e-learning acceptance and learner satisfaction in which UDL principles (multiple means of representation, action and expression, and engagement) were implemented. This casts some light on the role of addressing curricula limitations on learner perceptions and e-learning adoption. A mixed research design combining survey and action methods was followed. Overall, 92 undergraduate students took part in the study. The research instrument was validated first. Subsequently, partial least squares-structural equation modelling (PLS-SEM) was applied to identify the path associated among constructs used in the proposed framework. The extended model accounted for 45.4% and 41.6% of the variance of perceived satisfaction and behavioural intention respectively. The findings suggest that using educational technologies to address curricula limitations is a bridge to enhancing learner willingness to accept e-learning. </p>

Teaching Science to Students with Learning and Other Disabilities: A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015

Our article presents questions, topics and subtopics which researchers have in depth investigated from 1991 to 2015 concerning teaching science to students with learning disabilities and other difficulties. We searched two relevant databases and from the total number of the located articles, we had access to 53. We hereby present topics and subtopics that researchers chose to investigate in these articles in descending order of frequency and discuss their results. These topics and subtopics are: constructivism, exploratory learning, hands-on activities, cross-curricular projects, multiple means of representation, cognitive and social skills, group and peer learning, coursebooks, reading strategies, readability and students’ assessment. Fewer experimental researches investigate teacher education, teacher − researcher co-operation, education policy, school administration and curriculum structure. Such experimental investigations and interventions provide some answers to teacher training in higher education and education policy makers who sometimes perceive the question of “full inclusion, selective inclusion or excellency” as a dilemma, as an either-or proposition.

The Perspectives of Students With and Without Disabilities on Inclusive Schools

The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, inclusion, and the practices that were implemented to support all students. Focus groups were conducted with 86 students with and without disabilities from six schools that were recognized as exemplars of inclusive schoolwide practices. Three major themes emerged: (a) students’ sense of belonging in their school culture, (b) inclusion and its impact on students, and (c) school and classroom practices, such as positive behavior support systems, co-teaching, and instructional practices related to student self-determination and direction, feedback and re-teaching, multiple means of representation and expression, and technology utilization. Implications of these findings for implementing inclusive practices in other schools are discussed.