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Applying UDL in Online Environments and MOOCs with Fidelity: What Does this Mean and How can it be Accomplished?
PROCEEDING

, University of Houston, United States ; , Dalton Educational Services International, United States ; , University of Wisconsin Oshkosh, United States ; , University of Central Arkansas, United States ; , A.T. Still University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The Universal Design for Learning (UDL) framework has been applied by course designers and educators to online course design and delivery, particularly from the standpoint of addressing diverse learner needs through intentional planning (Dell et al., 2015); however, research in this area is challenging and has thus far been limited (Al-Azawei et al., 2015). This could be due to the flexibility that is characteristic of UDL-designed learning experiences, as learners are provided multiple means of engagement, multiple means of representation, and multiple means of action and expression – the three UDL core principles. Thus, this panel session brings together leaders from three SITE special interest groups (SIGs) - the Universal Design for Learning (UDL) SIG, the Instructional Design SIG, and the Distance/Flexible Education SIG - to address the following important question: How can UDL be applied with fidelity in MOOCs and other online learning environments while still maintaining equity and access?

Citation

Gronseth, S., Dalton, E., Kim, N., Hu, H. & Gray, L. (2020). Applying UDL in Online Environments and MOOCs with Fidelity: What Does this Mean and How can it be Accomplished?. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 258-263). Online: Association for the Advancement of Computing in Education (AACE). Retrieved July 6, 2020 from .

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