Universal Design Standards

Universal Design Standards, or UDL, “is a framework that can guide the development of inclusive learning environments” (Rao 2021). It’s founded on three principles: Representation, Action and Expression, and Engagement. These principles “emphasize that there [are] no ‘average’ or ‘typical’ [learners]”, and each learner is completely unique from the other (Rao 2021). Learning should consider a few learner variability factors, including “abilities and strengths, support needs, backgrounds and experiences, and preferences and interests” (Rao 2021).

First, UDS encourages curriculum developers and instructional designers to “Provide multiple means of engagement” (CAST 2018). In practice, this could look like a design course allowing the participant to select which topic they would like to learn about first, or creating feedback mechanisms that create self-reflection moments for the learner (such as asking the learner to think about their mastery level, asking about which content the learner needs to improve on, or asking learners what their strengths are through the curriculum). Further engagement with the material could encourage group assignments and collaboration with other participants, which can happen even in an asynchronous environment.

Second, “Provide multiple means of representation” (CAST 2018). Most of the guidelines provided under this topic center around conveying information through diverse mediums that target different learning styles. Additionally, allowing learners to organize information in their own way substantially increases retention, especially if they are able to use software like Microsoft Visio, which is all about charts and data visualization. Instructional designers should also build relationships between content, which allows learners to understand why they are learning what they are learning.

Third, and finally, instructional designers should “provide multiple means of Action & Expression” (CAST 2018). This principle emphasizes creating curriculum that reaches all types of learners, similar to the second principle. This principle is the practice component of curriculum, through varying “methods for response and navigation” and using “multiple tools for construction and composition” (CAST 2018). Encouraging learners to set appropriate goals with the guidance of instructors and testing learners through multiple media can build an accurate understanding of the progress of each learner. Graduated level support, which could look like heavy facilitator-participant interaction in the beginning to fully independent exercises later on, helps learners build confidence around the material they are learning.

Adhering to UDL principles is paramount to ensure everyone has equal access to the information, and equal opportunity to learn and practice it. Severe impacts to learners can occur if instructional designers don’t create curriculum that engages multiple learning styles. In the professional world, organizations can lose highly skilled individuals simply because of the training engagement or execution, or some individuals may not reach their full potential as managers or subject matter experts because they were not taught correctly. In the academic world, poor instructional design that doesn’t account for UDL principles can lead to highly intelligent people changing career paths or dropping university altogether. It’s our responsibility as learning and development professionals to make sure this doesn’t happen, and build training and curriculum that reaches everyone, even those who do not learn “like everyone else”.

References:

CAST. (2023, October 16). The UDL guidelines. UDL. https://udlguidelines.cast.org/

Rao, K. (2021). Kavita Rao. Inclusive Instructional Design: Applying UDL to Online Learning. https://edtechbooks.org/jaid_10_1/preparing_teachers_f