A MOOC on universal design for learning designed based on the UDL paradigm

Abstract

This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

“…Recent studies focus on how UDL affects learners’ behavioral engagement in online and blended environments ( Sanchez-Gordon and Luján-Mora, 2016 ; Al-Azawei et al, 2017 ; Rogers-Shaw et al, 2017 ; Herrara Nieves et al, 2019 ). They find that using UDL-embedded educational technologies enhance learner willingness and motivation to accept online learning ( Al-Azawei et al, 2017 ), resulting in greater behavioral engagement of all the students.…”

“…Different activities, such as self-evaluation, forums, tests, and tasks, should be provided to students to freely choose the activities they prefer ( Fidalgo and Thormann, 2017 ). Offering students a wide range of stimulating activities, such as tag clouds, mind and concept maps, comment writing, homemade audio-visual, and pictorial tasks, enhance the participation of all the students ( Herrara Nieves et al, 2019 ). Overall, these studies showed that UDL-based designs are more likely to engage all students in online environments, addressing the issues of inclusion and diversity.…”

“…They make reasonable adjustments to meet students’ individual needs, provide clear course requirements and expectations, and respond to student queries in a timely manner. Teachers can use UDL approaches to prioritize contextualized, personalized, and culturally relevant content instruction to elevate students’ effort, motivation, and self-regulation ( Herrara Nieves et al, 2019 ).…”

“…Moreover, using UDL-based digital technology in online learning can emotionally engage students in online learning by promoting learners’ self-expression and a sense of belonging to a community and fostering learners’ ability to demonstrate what they learn in the virtual classroom ( Herrara Nieves et al, 2019 ). In this learning environment, students express greater emotional engagement due to improved student-student communication and more fun learning ( Chiu, 2021a , b , c ).…”

Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

“…One of these considerations is to use the principles of universal design for learning (UDL), which allows "all people to have an equal opportunity to learn" [54]. Designing a training programme based on UDL principles contributes to making education inclusive, improves accessibility without the need for environmental adaptations, and engages participants in their learning [3,55].…”