Planning for Inclusion: Using Universal Instructional Design to Create a Learner-Centered Community College Classroom

Mino, Jack J.

doi:10.1080/10665680490454011

Cited by 18 publications

(8 citation statements)

References 10 publications

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“…For example, collaborators in projects funded by the U.S. Department of Education [DO-IT 2007] at the UW DO-IT Center in Seattle developed guidelines for faculty to use in applying UD to their instruction and computer labs [Burgstahler 2007a[Burgstahler , 2007bDO-IT]. The initial checklists were created after a review of literature that identified evidence-based or other promising practices that embody the UD philosophy to make instruction more inclusive of individuals with diverse characteristics [Bowe 2000;Bruch 2003;Burgstahler and Doe 2006;Burgstahler et al 2005;Cunningham 2003;Hitchcock and Stahl 2003;Johnson and Fox 2003;Mason and Orkwis 2005;McAlexander 2003;Mino 2004;Moriarty 2007;Orkwis and McLane 1998;Pedelty 2003;Pieper 2005;Rose et al 2005Rose et al , 2006Rose and Meyer 2002;Savidis and Stephanidis 2005;Scott et al 2003;Silver et al 1998]. The checklists continue to be enhanced as new research and promising practices are reported in the literature.…”

Section: Encourages Contact Betweenmentioning

confidence: 99%

Universal Design

Burgstahler

2011

ACM Trans. Comput. Educ.

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Universal design (UD), a concept that grew from the field of architecture, has recently emerged as a paradigm for designing instructional methods, curriculum, and assessments that are welcoming and accessible to students with a wide range of characteristics, including those related to race, ethnicity, native language, gender, age, and disability. This proactive approach holds promise for more fully including underrepresented groups in computing studies and for decreasing the need, and thus costs, for academic accommodations for students with disabilities. This article summarizes the history and development of UD, references research and practices that support the UD approach, provides examples of the strategies that apply UD to instruction and assessment, and recommends topics for future research. Although the application of UD to teaching and learning is in its infancy, the potential of UD to improve computing instruction should not be ignored. Further research could test the efficacy of specific UD practices in promoting learning in computing fields.

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Section: Encourages Contact Betweenmentioning

confidence: 99%

Universal Design

Burgstahler

2011

ACM Trans. Comput. Educ.

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“…Universal Design (UD) practices are predicated on the principle of inclusion with a goal to achieve access, equity, and excellence for students (Mino, 2004;Scott, McGuire & Foley, 2003). Lecture capture technologies are one method of achieving UD through the provision of broader access to instruction by increasing flexibility of and enabling more students control over learning experiences (Brogan, 2009).…”

Section: Principles Of Universal Design and Universal Instructional Dmentioning

confidence: 99%

“…UID affords students with a broad range of disabilities a more equal opportunity to participate in higher education (Fuller, Healey, Bradley, & Hall, 2004), providing them with independence over their learning environments. Research has shown that learning is enhanced in contexts where learners have control over their learning processes (Mino, 2004). To facilitate accessibility, high-resolution digital cameras capture the contents of a whiteboard or overhead projector to develop presentations for students (with or without) a disability, without requiring the lecturer to adopt new technologies (Hughes & Robinson, 2008).…”

Section: Lecture Capture Technologiesmentioning

confidence: 99%

Lecture capture: An effective tool for universal instructional design?

Watt

Vajoczki

Voros

et al. 2014

CJHE

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Student enrolment and instructional accommodation requests are rising in higher education. Universities lack the capacity to meet increasing accommodation needs, thus research in this area is required. In Ontario, new provincial legislation requires that all public institutions, including universities, make their services accessible to persons with disabilities. The objective of the Accessibility for Ontarians with Disabilities Act (AODA) is to provide universal access for students with disabilities. The purpose of this case study is to understand the experiences of students regarding the ability of a lecture capture technology to align with the principles of Universal Instructional Design (UID). Data were collected using a mixed-method research design: (a) an online questionnaire, and (b) individual face-to-face interviews. Scholarship of Teaching and Learning (SoTL) literature provides a useful background to explore AODA legislation and universal accessibility vis-à-vis lecture capture technologies. Results indicate that lecture capture can align both with the principles of UID and AODA.

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“…UID practices affirm student diversity and promote a sense of community among students (Mino, 2004). This may aid universities in attracting and preserving a diverse cultural or ethnic student body (Embry, Parker, McGuire, & Scott, 2005).…”

Section: Benefits Of Uid Teaching Strategiesmentioning

confidence: 99%

“…When put into practice, these methods also produce benefits for academic success and for the school environment. Academically, implementing UID strategies improve the ability of students to concentrate, hold information, memorize information, understand, note-take, and achieve academic success (Mino, 2004;Yuval & Korabik, 2003). When carrying out UID principles, these improvements occur without reducing academic rigor (Burgstahler, & Cory, 2008).…”

Section: Benefits Of Uid Teaching Strategiesmentioning

confidence: 99%

24. Developing Effective Guidelines for Faculty Teaching First-Year University Students

Carter

Leslie

Moore

2011

CELT

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First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shownto improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.

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Planning for Inclusion: Using Universal Instructional Design to Create a Learner-Centered Community College Classroom

Cited by 18 publications

References 10 publications

Universal Design

Universal Design

Lecture capture: An effective tool for universal instructional design?

24. Developing Effective Guidelines for Faculty Teaching First-Year University Students

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