The term Universal Design was coined in the 1970s by Robert Mace to create a framework for building homes where accessibility for all is the standard. Mace envisioned a way to design buildings that are appealing yet accessible to all according to ADA standards (Al-Azawei, 2017). eLearning can be designed with a similar theory in mind. Much focus is placed on differentiation and individualism in online learning, with good reason. However, many have proved that it is possible to differentiate while making eLearning accessible to all. Furthermore, accessibility features for one section of learners can be helpful to all learners. One course instructor boasts that after offering his UDL-based online course several times, he had no idea if any of his learners had disabilities because no one had to ask him for an accommodation (Burgstahler, 2017). UDL plays an important role in creating eLearning environments that are accessible to all while still providing diverse learning and assessment options.
The purpose of Universal Design for Learning, or UDL, is to create an inclusive learning environment for a diverse group of learners with unique knowledge and skills. UDL aims to provide a flexible framework for sharing information that’s based on how people process and respond to new information (Saarela, 2019). With 1 in 8 people struggling with a disability that hinders learning, it’s clear including UDL in eLearning design is vital (Section 508). According to CAST (Center for Applied Special Technology), there are three essential UDL guidelines: provide multiple means of representation, provide multiple means of representation, and provide multiple means of action and expression (CAST, 2018).
Providing multiple means of engagement involves multiple means of motivating student interest, several options for sustaining and building effort from learners, and multiple opportunities for emotional self regulation. Students should find interest in various places within your design, feel motivated to increase their effort as objectives grow more difficult, and be able to regulate their emotions towards learning through self-assessment and recognition of success. Providing multiple means of representation means your design may provide options for perception, such as making layouts customizable. It also means including language options and making course pacing and structure plain and clear. Finally, providing multiple means of action and expression involves creating multiple means of displaying and proving knowledge and ideas (CAST, 2018).
Failure to adhere to universal design standards can have negative effects on learners and push people away from your design. For instance, because good universal design calls for multiple means of representation, a page full of PDF text-based objects will hinder learning for blind learners because they cannot be translated to text-to-speech. Studies show that providing multiple means of expression has a positive correlation with student engagement and online computer skills (Al-Azawei, 2017). Failure to engage students through multiple means of instruction can push away learners. Furthermore, students all learn differently and bring their own skillset to the learning environment. A good UDL course allows all learners the a chance to display their learning and grasp of the material. Finally, failure to include UDL in eLearning results in more spending in the long run due to a poor understanding of what constitutes inclusive design (Section 508).
An example of a well-designed eLearning experience is Quizlet’s “How Quizlet works” for teachers and students. From a website design perspective, Quizlet is easily navigable with all the same options in the same place on each page. This section is a good example of the information hierarchy as the reasoning behind using Quizlet to teach or study is explained. The page repeats font sizes for section titles and information. This page also plays with variety by using white space to emphasize the photos, which are all different but complementary colors with the same theme. Each section has a comparable amount of information, creating a balanced and well-paced reading experience.
From a learning system perspective, Quizlet does an excellent job of motivating students by providing more help up front and gradually scaling back support, unless they are requested. This allows students to self-regulate, with plenty of praise, of course. Quizlet gives learners multiple ways to create and study flashcards, such as quiz mode or Quizlet Live creating many opportunities for engagement and expression.
Another excellent UDL eLearning experience is LinkedIn Learning, a site I have personally taken many courses from. Each of their courses is incredibly inclusive to learners with a disability by providing transcripts to video-based courses and access to course instructors via LinkedIn. Each course includes a Question and Answer forum, allowing students a means of engagement and fostering engagement.
When you understand the Universal Design for eLearning standards, poorly designed or inaccessible courses stand out like a sore thumb. But even if you aren’t familiar with UDL, you will have a poorer learning experience than learners deserve due to failure to adhere to standards that create an inclusive learning environment for the world’s diverse learners.
Al-Azawei, A., Parslow, P. & Lundqvist, K. (2017). The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model. International Review of Research in Open and Distributed Learning, 18(6), 54–87.
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
https://doi.org/10.19173/irrodl.v18i6.2880Burgstahler, S. (2017). ADA compliance for online course design. EDUCAUSE. Retrieved April 9, 2023, from https://er.educause.edu/articles/2017/1/ada-compliance-for-online-course-design
Saarela, M., Eftring, H., Petrie, H., Torkildsby, A. B., & Ladonlahti, T. (2019). Improving Accessibility of eLearning in Higher Education from Universal Design for Learning Perspective. HAMK Unlimited : Journal, 28.8.2019. http://urn.fi/URN:NBN:fi-fe2020051127200
Section508.gov. (2017). Retrieved April 9, 2023, from https://www.section508.gov/blog/Universal-Design-What-is-it/
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