Assigned Readings
using Principles of Universal Instructional Design (UID)

Courses designed and delivered according to "Universal Instructional Design" principles are more accessible and effective for all people -- regardless of possible disability, learning style preference, or personal background.

Instructional materials and activities should
EXAMPLES FOR ASSIGNED READINGS
be accessible and fair.
  • Whenever possible, choose reading materials available in electronic format or readily enlarged.
  • If you are including scanned items, be sure they are scanned as text and not as a graphic (unreadable by Jaws and other software).
be straightforward and consistent.
  • Ensure that assigned readings have immediate relevance to the course objectives.
provide flexibility in use, participation and presentation.
  • Offer multiple formats for text-based electronic materals, for example pdf (for printing), html (for reading on-line) and doc or wpd (for editing).
be explicitly presented and readily perceived.
  • Provide an audio file of long written materials.
  • Chunk long materials into a series of shorter sections
provide a supportive learning environment.
  • Have enough copies of reserve materials in the library so that students do not have to wait an inordinate length of time and/or miss deadlines.
minimize unnecessary physical effort or requirements.
  • Check reading materals for visual clarity.
ensure a learning space that accommodates both students and instructional methods.
  • Strive for a balance between assigned readings and in-class lectures.

Top 10 Tips

  1. Consider these principles in terms of physical space and the overall student experience.

  2. Imagine yourself being unable to see, hear, move or otherwise keep pace with others. In this case, what would YOU wish your TAs and instructors would do?

  3. Make yourself available in a variety of ways, for example face-to-face and through email.

  4. Expand your techniques. For example, if you now like to answer questions through words then consider ways to add sketches on the black(white)board to explain concepts.

  5. Ask students for ideas.

  6. Discuss UID and your role with other instructors.

  7. Tell the students what you are trying to do. Mention it explicitly, especially at the first class session.

  8. Ask other instructors what they are doing.

  9. Attend Professional Development conferences and workshops.

  10. Never stop your own learning.

For further information please see the websites linked from http://www.tss.uoguelph.ca/uid/uidresources.html

© University of Guelph • Last Rev: December, 2003
Funded by the Learning Opportunities Task Force, Ministry of Training, Colleges and Universities, Government of Ontario 2002-03.