Profound Learning Through Universal Design

Abstract

Profound Learning (PL) can result from online interactions that support practices for deep, lifelong learning. Distance educators can initiate, facilitate, and maintain PL by encouraging thoughtful rather than superficial learning using Universal Design for Learning (UDL). The inclusive nature of UDL provides multiple mechanisms to find that deeper meaning. In this article, concepts and practices drawn from Profound Learning Theory are integrated into UDL guidelines and connected to distance learning to support the development of deep, meaningful, and robust online learning.

School Leaders Matter: The Role of School Principals in Implementing Udl in K-12 Schools

“…While an expert learner might not be the highest-achieving student, he/she demonstrates curiosity, motivation, and a readiness to take responsibility for his/her own decisions, persisting with experimentation of new strategies until he/she reaches his/her goals (Novak, 2019). While UDL focuses primarily on curriculum, instruction, materials, and assessment, the importance of physical spaces and school infrastructure in creating inclusive learning environments must also be recognised (Rogers-Shaw et al, 2022). In summary, UDL is a strategy for implementing inclusive education by reducing barriers to learning and promoting expert learners.…”

Strategies for Supporting Learners With Disabilities in Postsecondary Education

“…Frequent and consistent communication, particularly evaluative statements that encourage learners through both focused praise and constructive feedback for improvement, are important. Students highly value instructor feedback as something they need to trust the learning environment (Rogers-Shaw et al, 2022; Bergman, 2021). Instructor/student interactions offer learners the chance to practice communicating effectively.…”