“ALL Faculty Should Take this”: a Universal Design for Learning Training for Community College Faculty

Hromalik, Christopher D.; Myhill, William N.; Carr, Nancy R.

doi:10.1007/s11528-019-00439-6

Cited by 31 publications

(47 citation statements)

References 18 publications

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“…Accessibility is a critical issue because there are legal implications for denying accessible materials to students (United States Department of Justice, 2015; World Wide Web Consortium, 2018). Research has shown that students with disabilities will persist and achieve academically in IHEs when they are instructed with accessible materials (Aguirre & Duncan, 2013;Black et al, 2014;Burgstahler, 2015;Burgstahler & Doe, 2006;Hromalik et al, 2020;Xie & Rice, 2020). However, most teaching faculty have not received training about accessibility remediation or evaluation, and many digital tools and apps are inaccessible (Trust, 2020).…”

Section: Instructional Designers' Roles In Online Course Developmentmentioning

confidence: 99%

“…This awareness came as interest in whether students could access online course elements, the emotional well-being of the students, and the realization that technological tools, when well considered and well implemented, could support learner engagement, even during ERT. Instructional designers might seize this apparent opportunity to advance inclusive practices such as universal design for learning, which highlights multiple means of engagement as a path to strong design (Black et al, 2014;Burgstahler, 2015;CAST, 2018;Hromalik et al, 2020;Xie, 2018).…”

Section: Expanding Learner Engagementmentioning

confidence: 99%

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Instructional designers’ roles in emergency remote teaching during COVID-19

Xie

2021

Distance Education

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During the spring of 2020, institutions of higher education (IHEs) closed their buildings but continued to offer instruction through emergency remote teaching procedures in the United States of America. Although students and teaching faculty received much attention for their mutual under preparedness for remote learning using online tools, instructional designers at IHEs were working to support both groups. Using grounded theory, the purpose of this research was to identify instructional designers' perceptions of their abrupt shift in roles and responsibilities during this transition. We also gathered data to understand instructional designers' expectations for supporting future course design and delivery as IHEs revise their distance education plans to prepare for reopening in the fall of 2020 and beyond in the United States of America. Overall, their role shift focused on building relationships within the university community. Specific efforts included gathering, organizing, and distributing resources, designing faculty course development workshops, providing technology support, and advocating for students and for their profession.

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Section: Instructional Designers' Roles In Online Course Developmentmentioning

confidence: 99%

Section: Expanding Learner Engagementmentioning

confidence: 99%

Instructional designers’ roles in emergency remote teaching during COVID-19

Xie

2021

Distance Education

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“…Literature shows us how UDL benefits the inclusion of international students, as well as Indigenous students (Fovet, 2019;James, 2018). There is also growing evidence of the usefulness of UDL when it comes to creating inclusive provisions for first generation students, life-long learners, and culturally diverse students (Hromalik et al, 2020;Kieran, 2018). These are not service users that are routinely considered by accessibility services.…”

Section: The Ambivalent Role Of Disability Service Providersmentioning

confidence: 99%

Developing an Ecological Approach to the Strategic Implementation of UDL in Higher Education

Fovet¹

2021

JEL

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This paper argues that, as Canadian Higher Education campuses embark on large scale Universal Design for Learning (UDL) implementation, it is essential for them to take the time to strategically consider inherent institutional challenges before pushing ahead. As a result, it is argued that ecological theory will represent a unique and powerful lens in this process of implementation. The first section of the paper examines two inherent dangers being perpetuated in current UDL drives on the vast majority of Canadian campuses that have embarked on this adventure: (i) overreliance on disability service providers, and (ii) a conceptualization of UDL work in silos. The second half of the paper focuses on solutions, and on the idea of developing a strategic approach to UDL integration framed around ecological theory. The paper draws on an analysis of phenomenological data emerging from the author’s own lived experience as a consultant responding regularly to the needs of post-secondary campuses with regards to the institutional adoption of UDL.

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“…1). More recently, researchers like Hromalik et al (2019), drawing on the work of Myer et al (2014), have noted successful professional development for faculty in UDL principles, some of which include: multiple means of engagement, multiple means of representation, and multiple means of expression that can "lead to a change in classroom practice, which affects student learning outcomes" by promoting better learning environments for higher education students (pp. 91-92).…”

Section: Small Scale Courses: the Importance Of Teaching With Compassionmentioning

confidence: 99%

Teaching with Compassion: Autoethnographies from the front lines of e-learning

Carozza

Gennaro

2021

J., e-learn. res.

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In 2020 the landscape of teaching in higher education was forced to change given a global pandemic. As a result there were/are inevitable shifts in how course instructors develop and deliver their courses, as well as how they connect with students. Remote, or distance, learning is not a new phenomenon, and e-learning has been delivered across different institutions of higher education for approximately twenty years. However, scholarship in distance learning is dated and the empirical literature in digital pedagogy has gaps when it comes to best practices for teaching and learning in an online format. This paper highlights the importance of teaching with compassion as it fosters better relationships between instructors and students and helps to build community in learning environments. Relationships facilitate learning, and this is especially important in strained times - such as a higher concentration of online teaching and learning due to a pandemic. The notion of compassionate teaching is described. Using self ethnography and drawing on examples from their own course experiences, the authors present what has worked well in delivering small and large courses online. In particular, the first half of the paper focuses on backward course design, multimedia, accessibility, and forward/backward extensions. The latter half of the paper describes strategies embedded in a course and their positive effects for instructors and learners.

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“ALL Faculty Should Take this”: a Universal Design for Learning Training for Community College Faculty

Cited by 31 publications

References 18 publications

Instructional designers’ roles in emergency remote teaching during COVID-19

Instructional designers’ roles in emergency remote teaching during COVID-19

Developing an Ecological Approach to the Strategic Implementation of UDL in Higher Education

Teaching with Compassion: Autoethnographies from the front lines of e-learning

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