| Principle |
Examples |
Goals |
| 1. Accessible
and fair (equitable) use
All students should ideally use the same means to fulfill course
requirements - identical if possible, equivalent when not. Instruction
should be designed to be useful and accessible by people with
different abilities, respectful of diversity, and to communicate
high expectations for all students. |
Design
of Learning
- using web-based course with online resources so students can
access materials in electronic formats as needed
Design of Environments
- using accessibility checkers on websites:
|
 learner-centredness
open
learning
internationalism
global
understanding
 engage
in active learning
facilitate
time on task
accommodate
various learning styles
 ODA
|
| 2. Flexibility
in use, participation and presentation
Learning is most effective when it is multimodal - when
material is presented in multiple forms, and when students have
multiple means of accessing and interacting with material and
demonstrating their knowledge (being evaluated).
Instruction is designed to meet the needs of a broad range of
learner preferences.
Students can interact regularly with the instructor and their
peers. |
Design
of Learning
- designing resources so they can be reused in a number of ways
(e.g., in class, online)
- providing choice in assignment topics, formats, and due dates
when possible
- using online discussion and group work to foster peer-to-peer
learning.
- posting exercises and quizzes on a website that students use
outside of class to learn on their own
Delivery Strategies
- presenting information using a variety of media: text, graphics,
audio and video
- using a variety of strategies during lecture such as discussion
or problem-solving
|
learner-centredness
literacy
numeracy
internationalism
allow
collaboration among students
engage
in active learning
provide
prompt feedback
acilitate
time on task
accommodate
various learning styles
ODA |
| 3. Straightforward
and consistent
Instruction is designed in a clear and straightforward manner,
consistent with user expectations. Tools are intuitive.
Unnecessary complexity or distractions that may detract from
the learning material or tasks are reduced or eliminated. |
Design
of Learning
- ensuring course content, assessment, and learning objectives
are all consistent
- designing activities or assignments to minimize non-critical
tasks (e.g., avoiding the need to learn non-essential software
so that students can begin learning immediately
- applying grading standards consistently across students and
assignments
Delivery Strategies
- structuring class time in a consistent manner
- differentiating between essential and supplementary information
Design of Materials or Tools
- organizing information on a web page or manual in a manner
that make it easy to navigate
- structuring and formatting material for easy readability
- testing new technology resources for usability
|
learner-centredness
facilitate
time on task
communicate
high expectations
ODA |
| 4. Information
is explicitly presented and readily perceived
Course expectations are transparent. Instructions are easy to
understand. Communication is clear. Any barriers to receiving
or understanding are removed. Information may be presented in
multiple forms. |
Design
of Learning
- providing SMART (specific, measurable, achievable, relevant
and timely) learning objectives
- making expectations and instructions about assignments explicit
- providing a grading scheme or rubric along with examples
- providing policies, procedures, and expectations in the course
outline
Delivery Strategies
- facing the class and making eye contact when speaking
- using tools such as a microphone, PowerPoint, etc. in class
to ensure that information is communicated effectively
Design of Materials or Tools
- providing lecture outlines online that students can annotate
during class
- creating digital forms of hard-copy materials
- using ALT (alternate text) tags for any images on web pages
so that these may be identified by screen reading programs used
by text-only browsers or students with disabilities
|
encourage
contact between students and faculty
facilitate
time on task
communicate
high expectations
accommodate
various learning styles
ODA |
| 5.Supportive
learning environment
Instruction anticipates that students will make mistakes. While
instruction recognizes that errors are necessary, and if handled
properly, present powerful learning opportunities, it tries to
minimize hazards that can lead to irreversible errors and failures.
Instruction also recognizes that systems will fail and things
can go wrong - thus, a tolerance for error and preparation by
way of backup are important so that learning will not be interrupted. |
Design
of Learning
- breaking large assignments into components so that students
can receive formative feedback to minimize or correct errors
- providing frequent opportunities for assessment and feedback
during a semester
- providing a list of frequently asked questions about an assignment.
- using online quizzes or tutorials that provide a safe environment
to identify weaknesses
- providing students with ample time for online work in case
of system failure
Design of Materials or Tools
- ensuring that software provides feedback when a user makes
an inappropriate selection
Design of Environment
- implementing safety procedures in labs so that unintended
actions do not have catastrophic effects (e.g., injury)
|
learner-centredness
encourage
contact between students and faculty
provide
prompt feedback
accommodate
various learning styles
ODA |
| 6.
Minimize or eliminate unnecessary physical effort or requirements
Instruction is designed to minimize non-essential
physical effort (i.e., not related to a learning outcome) in order
to allow maximum attention to learning. |
Design
of Learning
- allow the use a word processor whenever possible for submissions
Delivery Strategies
- placing reserve materials online so students do not need to
physically travel to a library
- allowing assignments to be submitted electronically
|
facilitate
time on task
ODA |
| 7. Learning
space accommodates both students and methods
The learning space is accessible and the environment supports
multiple instruction strategies. |
Design
of Environments
- in small classes, using circular seating arrangements during
discussion to allow students to see one another's faces
- providing enough left-handed seats
|
allow
collaboration among students
engage
in active learning
communicate
high expectations
facilitate
various learning styles
ODA |
Bowe, F. G. (2000) Universal Design in Education. CT: Bergin
& Garvey.
