Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

Some educational materials can create barriers for some students when they are not designed with accessibility in mind. Some students with disabilities may h...

This course/lesson/material was developed from Creating Accessible Course Content, a course developed by @ONE, a project of the California Community Colleges.

Creating Accessible Course Content by @ONE, a project of the California Community College's Online Education Initiative (Links to an external site.) is licensed under a Creative Commons Attribution 4.0 International License (Links to an external site.)

Re-mixed and created content for Bay College by Bay College Online Learning, also CC-BY.

CC-BY Images from Pixabay.

This module of the course focuses on using the Universal Design for Learning framework to review and revise your curriculum to make it more accessible and inclusive. You will learn about the critical features and concepts of UDL in this module presentation and then you will apply this information to the evaluation and feedback of curriculum documentation. You will also be asked to consider how you would use the UDL framework in your own professional development.

This module of the course focuses on educative assessment. Educative assessment is designed to provide educators and learners with feedback to improve their work. In this module you will learn the UbD-DI principles of authentic assessment and understand how UDL integrates with them. You will then use a protocol to generate valid assessment criteria based on a review of student work samples.

This module of the course focuses on organizing curricular documentation and student learning evidence into a reflective exhibition or narrative that explains student learning and what inclusive educational practice supported that learning. During the module you will use a scoring rubric to help analyze some sample cases and give constructive feedback to improve the educative value of the cases or exhibitions for other educators.

Version 2 Released: 2/10/2024

This OER course “Digital Course Accessibility for Educators” was developed thanks to a grant project awarded to Lane Community College in Sept. 2023.This course is meant to be implemented in spaces where people are creating courses and course content for students of any kind. It has a focus and theme around education and online learning, teaching instructors how to implement accessibility and Universal Design for Learning (UDL) in the learner’s online course content. The format of this course was created as an online facilitated course and is estimated to take around 10 hours to complete.

Current formats provided include:
Moodle backup file. (Uploads to Moodle and other LMS’s that have a Moodle import option)
Moodle Common Cartridge file. (Uploads to Canvas, Blackboard, and other LMS’s, but may have more limited importability.)
Google Drive course file. (Includes all content in Moodle and common cartridge but in Google docs. Usable for anyone who does not have an LMS listed or needs access to source files for those using LMS’s above.)

Preview the Course: https://classes.lanecc.edu/course/view.php?id=122173

Students use media and technology to develop new forms of learning experiences in schools, workplaces, and informal settings. Students participate in a range of new and ongoing projects that hone understanding and skills in learning science, instructional design, development and evaluation.

Thank you for visiting our Tennessee Board of Regents OER Grant English 1020: Introduction to Literature course. The pilot launched in spring 2023. This Walters State Community College composition course focuses on reading and analyzing poetry, drama, and short stories. The course has been designed with Quality Matters standards, Universal Design for Learning concepts, Growth Mindset fundamentals, and Lumen Circles concepts.     

A short course review checklist for college-level courses. Building on the OSCQR Rubric and the Peralta Online Equity Rubric, this checklist integrates strategies for Universal Design for Learning, Culturally Responsive Teaching, and Open Pedagogy. It includes Quality indicators for Course Site Design, Assessments, Course Activities and Content, and Course Accessibility. It is intended to support meaningful consultation between subject matter experts and instructional designers. This resource is developed for Open Oregon Educational Resources.

The Global UDL Classroom was initially designed between a U.S. based and international partnering institution of higher education to build an online learning community around UDL. The focus of this collaboration highlighted opportunities to engage both doctoral students and international educators in jointly building a virtual model classroom to study UDL principles, pilot applications of innovative pedagogical methods, and evaluate the effectiveness of online resources in varied and culturally different educational settings.

Inspired by the guidelines of the Universal Design for Learning (CAST, 2018), "Universal Latin Fables" wants to give the opportunity to discover Phaedrus' fables to as many students as possible. The web-site uses storytelling process based entirely on the Augmentative and Alternative Communication (AAC). Not only does it make the reading process easier, but it also allows autism spectrum students to understand the fable on several levels.

To whom it turns?

DYSLEXIA:
This website uses the OpenDyslexic font in order to increase readability.

AUTISM SPECTRUM
All the fables can be read using Alternative and Augmentative Communication and PECS symbols offered by SymWriter, specific for autistic people but usable by everyone.

VISUAL IMPAIRMENT
The "Listen" step can be useful to blind students. Furthermore, the website is responsive and the text is scalable.

HEARING IMPAIRMENT
The "Watch" and the "Read" step can be useful to deaf students.

The website is designed to be used by adults and teenagers or by children helped by a parent or a supporting teacher.

The Faculty Quick Start Guide is an outcome of a project by ISKME, supported by a grant from the Michelson 20MM Foundation, to conduct a study and develop a set of resources to accelerate OER use for distance education, especially the urgent shift to remote learning during the pandemic in 2020. The Guide, created in collaboration with a selection of OER and online education champions across California community colleges (CCC), contains:

- Models and approaches to online learning, and to emergency remote learning in the context of COVID-19;
- How and to what extent OER fits into these models, and local and state-level supports needed for its integration and sustainability;
- Design considerations for integrating OER in online learning, including pedagogical and platform considerations;
- Curatorial practices, such as using OER curation tools and aligning curated OER to learning outcomes; and,
- Starting points and tips for colleges and faculty who want to initiate OER integration into distance education.

Tailored to faculty and campus administrators both in California and beyond, the Guide has the aim is to enable system-wide shifts to meet postsecondary institutions’ long term goals for distance learning, and faculty’s emergency plans for remote learning in response to the COVID-19 and potential future crises.

The Guide is also available as a PDF for download: https://drive.google.com/file/d/17AXs30dZeLOrGeNBQ-ISc_OJXIxE9xtB/view?usp=sharing.

See the companion guide for administrators at: https://www.oercommons.org/courses/iskme-michelson-20mm-oer-campus-administrator-quick-start-guide-public/edit

Please use this course shell as a frame to adapt current courses into a Universal Design for Learning Format or as a frame to build and new courses.

Welcome to the Open Pedagogy Student Toolkit! The goal of this toolkit is to provide you, the student, a self-paced resource that will guide you through the ins and outs of open pedagogy, including defining open pedagogy, the benefits of open pedagogy, and student creator rights.

How To Use This Toolkit

For Students: If this is your first time in a class that uses open pedagogy we are excited for you! Your instructor is working towards creating a more equitable and engaging environment for you to learn in, and this is an opportunity to take agency over your own educational experience. We hope this toolkit will provide the support you need to understand not only why your instructor is incorporating open pedagogy into your class, but also the benefits of open pedagogy, and your rights and responsibilities as a creator.

The toolkit is broken down into two parts: What is Open Pedagogy? and So You're the Creator, Now What? The first part will introduce you to open pedagogy, its benefits, and some examples you might experience in your class. The second part focuses on the more logistical side of open pedagogy: your rights and responsibilities as a creator and how to exercise those rights and responsibilities.

Your instructor might assign just a few chapters and sections of this toolkit to further build your knowledge on open pedagogy, or you might be asked to go through the whole toolkit at your own pace.

For Instructors: If this is the first time you are incorporating open pedagogy and renewable assignments into your class, congratulations! You are working towards creating a more equitable and engaging environment for you students to learn in and to take agency in their own education. With that said, there is a lot to think about to ensure that your students get the most out of their experience in your class. This toolkit is a resource to provide additional context, background, and scaffolding for your students on the basics of open pedagogy, the benefits of open pedagogy, and student creator rights and responsibilities.

The toolkit is broken down into two parts: What is Open Pedagogy? and So You're the Creator, Now What? The first part will introduce your students to open pedagogy, its benefits, and some examples they might experience in your class. The second part focuses on the more logistical side of open pedagogy: student creator rights and responsibilities and how they can exercise those rights and responsibilities.

You can adapt any section of this toolkit for your class, or use it as a whole to give your students a self-paced guide.

The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

This article describes the principle of Universal Design for Learning and how teachers can use this principle when designing lessons.

What do plants eat? This unit explores plants and how they make food.

This guidebook was created by ISKME, in partnership with the Science Education Resource Center (SERC) at Carleton College. The document provides a practical reference for curators and authors of STEM OER, and contains 23 accessibility criteria, or elements, to reference as they curate, design and adapt materials to be accessible for STEM learners.

The primary audience of this resource is STEM postsecondary faculty, instructional designers, and others responsible for course design and pedagogy who seek to:

- Expand their knowledge about accessibility and ways to integrate it into their STEM curriculum and instruction
- Design openly licensed STEM courses and course materials that support both access and use by learners
- Curate existing STEM content that expands upon traditional textbooks and courseware to address variability in learning
- Identify and add meaningful keywords, or tags, to the STEM OER they create, so that their OER can be more easily discovered across platforms

Professional learning teams on campus are also encouraged to use this framework as part of training to facilitate integration of accessibility concepts into STEM course design and pedagogy.

The framework and guide development was supported by a mini-grant program facilitated by Bates College and the SCORE-UBE Network (Sustainability Challenges for Open Resources to promote an Equitable Undergraduate Biology Education), with funding from The William and Flora Hewlett Foundation. The framework and guide were developed by ISKME and SERC with input from 21 STEM faculty members from across the United States, and in collaboration with the project’s Working Group of accessibility experts: Andrew Hasley and Hayley Orndorf, both with BioQUEST’s UDL Initiative and the Quantitative Undergraduate Biology Education and Synthesis (QUBES) Project; Hannah Davidson, Plymouth State University; and Cynthia Curry, National Center on Accessible Educational Materials (AEM)/CAST.

The theory behind Universal Design for Learning inspires many educators. However, there are some common stumbling blocks teachers face when they start applying UDL to their instructional design. With years of experience implementing UDL in her own work at the University of Kentucky’s Center for the Enhancement of Learning and Teaching and as a CAST National Faculty member, Jennifer Pusateri offers six steps to jumpstart your practice. These easy-to-implement steps can help you meet the needs of the diverse learners in your classrooms.