Reconceptualizing Universal Design for Learning (UDL) as Learning Technology in Non-Formal Education

Abstract

Learners can be as diverse as the opportunities through which learning takes place. Educators in non-formal (i.e., museum) settings must embrace the inevitable heterogeneity of learner groups in order to offer meaningful experiences, just as do educators in formal (i.e., classroom) realms. This awareness can and should be the impetus for planning instruction of any kind considering the strengths and areas of focus for learners as unique entities, even if educated in a whole group scenario. This chapter will offer a novel interpretation of learning technology to include models and frameworks of support, such as Universal Design for Learning (UDL). The recognition, strategic, and affective cognitive networks provide a structure for how differentiation can be operationalized and applied so that access to instruction is maximize while barriers are minimized.

Validación de Instrumento para Medir las Percepciones de los Docentes sobre el Diseño Universal para el Aprendizaje

“…Sin embargo, en la mayoría de los casos, los autores se limitan a discutir los beneficios en el diseño y uso del DUA, pero no hay datos sobre su aplicación directa en los sistemas educativos. En menor medida, existen estudios que analizan la aplicación del DUA en campos tan diversos como la educación no formal (Ficarra y Chapin, 2016), en la educación de adultos (Chong, 2015) o en los modelos de bibliotecas (Webb y Hoover, 2015).…”