Universal Design for Learning

Multiple Means of Engagement

Due to the human necessity to filter excessive amounts of stimulation and information that are received through the five senses, the human brain attends most closely to that which is perceived as relevant (Renninger, Hidi, Krapp, & Reddinger, 1992). Consequently, this aspect of the UDL asserts that better learning occurs when students are able to connect the content to their own lived experience and to the world outside of the classroom (Brown, Collins, & Duguid, 1989). Instructors should intentionally incorporate content and assignments that reflect the heterogeneity of students in their classrooms and contributors to their field.

Additionally, because students come to our classes differently prepared for success and with different levels of intrinsic motivation, it is important to create a pedagogical structure that clearly communicates expectations, makes students accountable for the completion of learning activities and instructor expectations, and builds confidence in students’ own abilities to learn. Within a structured learning environment that is purposely driven by ‘tight goals’, the UDL asserts that, where possible, providing students with flexibility in the form of defined choices in how they interact with content nurtures a sense of autonomy and allows them to tailor content to their own needs and interests, thereby making it more relevant and easily retained (e.g., Baker, & Boodboy, 2019).

Multiple Means of Representation

Research affirms that retention and processing of information is greater when it is presented in multiple formats. People also have different learning preferences (Barton & Ryan, 2014; Moreno & Mayer, 2007). While some students may prefer to listen to a talk or lecture, others may prefer to read content or watch a video. The more multi-faceted we can make our content delivery, the greater the chance that it will be retained by all students.

For example, I may verbally describe an aspect of course content that I wish the students to understand during class or provide a video of a speaker with a slideshow that they may watch multiple times outside of class. If I couple this verbal and visual presentation with a computer animation and also have them collaboratively use active learning strategies to apply the content (and hopefully see the real-world relevance of it) during class meeting time, the process has been presented and reinforced in a myriad of ways—at least some of which are likely to resonate with all the students in the class. Through the use of multiple means of instruction, students who prefer the traditional content delivery method of a lecture will still be able to access information through this medium; however, the reinforcement of content through other formats also benefits them and is likely to result in a more meaningful and lasting learning experience (Moreno & Mayer, 2001; Sankey & Gardiner, 2010). Teaching technologies such as Perusall and TopHat can also create options for instructors to vary the ways they engage students during and outside of class.

Another aspect of this UDL guideline is the importance of educators scaffolding information and thinking carefully about their assumptions about students’ familiarity of foundational information (e.g., signs, symbols, vocabulary, subject jargon, etc.). It also encourages instructors to be thoughtful about individual differences in the perception of information being presented (e.g., font and color choice for slides, use of captions for lectures and videos, etc.) (CAST, 2018a)

Multiple Means of Action and Expression

Biological, contextual, and experiential differences among students lead them to develop different preferences and strengths in terms of showing what they have learned (Hakim, 2022). Whereas some students excel in the traditional educational assessment methods of taking exams and writing formal term papers, others may demonstrate greater comfort levels and competence in using oral methods such as a speech or video to demonstrate content mastery. Still others may be able to symbolically represent what they have learned through a creative representation. All of these assessment methods are valuable in today’s world and modern workplace, and they can be thoughtfully used to allow students to showcase mastery of ‘tight’, well-defined learning goals. Different assessment strategies are more appropriate for certain learning objectives, but this UDL guideline emphasizes the importance of capitalizing on a variety of possible student communication strengths, as acknowledging their inherent value builds a mastery orientation with respect to learning and a sense of belongingness (CAST, 2018b). It also broadens the breadth of skills and competencies that all students can take with them out into the workplace.

Inherent in this guideline is also the need for instructors to ensure that they have created a structure that guides, supports, and enhances students’ ability to build on their knowledge and be successful throughout the course. The utilization of clear and frequent communication is a necessity, and it can be enhanced through technological tools such as intelligent agents in eLC. Teaching technologies mentioned above (e.g., Perusall and TopHat) can also provide avenues for low-stakes assessments of student content mastery while increasing student-instructor communication.