Codesigning learning environments guided by the framework of Universal Design for Learning: a case study

Abstract

Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all students. The implementation of UDL often requires proactive considerations of learner variability and iterative instructional designs that meet emergent student needs in a learning environment. This article focuses on a case study with a concurrent mixed-methods design that explored how a codesign process involving researchers, an educator, and students evolved to facilitate the implementation of UDL in an elementary classroom. An elementary educator and 25 students participated in the study. Quantitative and qualitative data collected from observations, interviews, and repeated measurements of student engagement were analyzed to track changes in the educator’s instructional designs, attitudes toward UDL implementation, and student engagement. We identified an improvement in the educator’s UDL-aligned instructional practices and positive attitudes toward using student perception data to inform instructional improvement through the codesign process. Opportunities and challenges with respect to the UDL implementation were discussed.

Appendices

Appendix A: Self-report engagement survey

Directions In this survey, you will be asked some questions about your learning experiences in this class over this week. Please mark whether you strongly disagree, disagree, neither agree nor disagree, agree, or strongly agree with each of the following statements.

Appendix B: Universal Design for Learning (UDL) observation report

This report follows an observation within the learning environment using the UDL Observation Measurement Tool (UDL-OMT) (Basham et al., 2020). The data and any information from this observation are considered formative toward the process of UDL implementation. This report is non-evaluative in nature and will not be shared individually with any district personnel. Only unidentified aggregate level data may be shared.

Observation date:	3/18/2019	Observation time (start/stop):	1:00 PM–1:30 PM
Location:		Observer(s)
Description of environment and activity	Two tasks that students need to complete (i.e. World work and Read to Self) are listed on a whiteboard. Several students sit at their tables separately working on a worksheet. Some students work at the Teacher table. Students were pretty engaged and actively raised their hands when the teacher asks questions. Students take turns to answer the questions. Some students work on their sheets or books at the Pod

Summary of observation

When observers enter the classroom, some students work at the teacher’s table, and others work independently, either on a worksheet, notebooks, or reading a book. Several students work at the Pod and come back to the classroom when the session is over. Students working at the teacher’s table are using worksheets when doing the learning activities with the teacher. Teacher monitoring students’ learning by asking questions. All students seem engaged by answering teachers’ questions actively.

When not working with the teacher, students can work independently or together. Students can choose different tools such as iPad, books, notebooks, color board to do their work. It is not clear to the observers whether all students understand the daily/weekly goals or know to use a strategic plan to complete the tasks.

Overall, the learning environment is flexible. For instance, one student is given a laptop after she finished her World work package. She can use the laptop to find a picture online and then create a drawing from the picture. She seems very engaged and knows what to do the whole time. The teacher also tells one student to pick a reading activity and then will give the student something to work on tomorrow. However, two boys seem a little distracted when working by themselves, but only for a short period of time.

Considerations for advancing UDL implementation

The UDL framework has a design focus on continual improvement. With this understanding the following considerations are advanced:

Engagement Throughout the observation, most students seemed engaged in the class. Given UDL is focused on supporting students’ engagement, the class was greatly designed to keep students involved in the learning processes. With increased engagement, the next step would be to provide more support for students to stay motivated and develop self-regulation skills over time (UDL Guideline 8 and 9). For students who could easily get off track or distracted, providing specific learning goals, guidance, expectations annotated on a document, graphic organizer, video, or other types of materials for their reference when working in pairs or independently would help students sustain efforts and facilitate self-regulation. If possible, the educator could also check in with each group on their learning process and provide feedback on their work.

Representation It was great to have multimedia applied in the learning environment, which provided multiple means for students to perceive information related to the learning content. The students had access to laptops, handouts, and other physical objects. Because it was hard to measure whether each student had a clear understanding of the learning content while they were working on their own or in small groups, strategies and practices such as collecting more student data (e.g. learning progress, completed worksheets) can be used for ongoing assessment and progress monitoring (UDL Critical Elements). Those data could help generate new understandings of students’ needs as well.

Action/expression It was great to have students to work in small groups, with teacher, or by themselves. The next step would be to support students in developing executive function skills (UDL Guideline 6). For instance, providing students tools and or strategies (e.g. self-monitoring and goal-setting graphic organizers) would help them set up group or individual goals and take actions to achieve the goals. If more task options with different levels of difficulty are provided for students, it would be also important to help students have a clear understanding of what their learning goals and expected outcomes would be (e.g. UDL Critical Elements).

Overall considerations for greater UDL alignment

• Implement design supports greater self-regulation and age-appropriate executive functioning skills.

• Develop UDL aligned ongoing assessment and progress monitoring processes.

If you ever need help in finding strategies and/or designing different aspects of your classroom, we are always available to work with you to assist in whatever way you may need.

Appendix C: Student self-regulation tool codesigned by researchers and the educator

Fast-paced development in technology has impacted various sectors in society, including education. Online learning materials and platforms that provide flexibility in pace, space, and path of individual learning yielded more opportunities for personalizing student needs by allowing for learning anywhere and anytime. Well-designed and implemented BL, a combination of traditional learning environments and online learning environments, combines both learning environments' advantages (e.g. educator’s supervision, face-to-face social interaction with peers or educators, flexible learning materials). BL has been broadly defined as a boundary object in education; however, the loosely defined BL, despite the ambiguity, even provided more flexibility for educational stakeholders in implementing BL based on their local contexts. As ESSA (2015) mentioned BL as an important element of student support and effective instruction for twenty-first century schools, educational researchers and practitioners would have to advance the current understanding of BL and inform each other to effectively implement BL based on local contexts, considering the roles of BL in PD and alternative pathways. The macro-level understanding of how states have positioned BL in the state ESSA plans would provide a baseline for BL implementation moving forward. Paired with technology, BL could remove barriers that current education systems face and provide personalized learning opportunities for educators and students as education continues to evolve toward increasing access to learning.