Re-Envisioning Education through UDL

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Re-Envisioning Education through UDL by Mind Map: Re-Envisioning Education through UDL

1. Traditional education posed barriers and blocked learning progress for many students.

1.1. Learning done through a textbook defined gaining knowledge as a standardized and uniformed idea, done by a bearer of knowledge for the "average" learner.

1.1.1. Those who did not fit the "average" way of learning, meaning requiring more supportive materials than a textbook, would be referred to medical clinics. At the clinics, the students would be tested and then diagnosed with a learning disability which resulted in their entering to special education.

1.1.1.1. Even though the students are now able to receive alternative materials through special education, these materials were difficult, expensive, and ineffective in supporting learning

2. With the idea to limit the strains pushed onto students who do not "fit learning", the term "Universal Design for Learning" was created as an approach to alter learning environments using the flexibility of digital technology to offer educational learning options for the needs of all learners.

2.1. Through the idea of UDL, it is recognized that context and self-awareness as a learner play predominant roles in education, as well as considering cases with students a learning disability.

2.2. Although education is becoming redefined through UDL, as well as it is becoming more widely accepted, there are still a few "traditional learning" methods that are present in many educational environments.

2.2.1. Some students are still learning in an environment that is underchallenged, stressful, or unnurturing.

2.2.2. UDL is still a developing system that is just beginning to make ways and become more widely accepted; in order to further support and implement UDL on a larger scale, more research and innovative tools need to be done.

2.2.3. Students are still being taught in standardized and uniformed ways, as a one-size-fits-all approach.

2.3. Learning with UDL as an approach has increased student motivation, outreach, excitement, and collaboration

3. There are three core principles to the UDL framework:

3.1. Engagement

3.1.1. Students become engaged in their learning through interest and motivation.

3.2. Representation

3.2.1. Recognition by the students affect how information and content is represented.

3.3. Action and Expression

3.3.1. How learners express their knowledge is affected by the skills and strategies presented.

4. While individual progress and specific learning goals are important, through UDL, they are seen as components to serve the overall aim of education.

4.1. The goal of education through UDL is learner expertise - ensuring a student is becoming a resourceful, motivated, and strategic learning is a process rather than a mere goal.

4.2. Technologies are being used to support education are what help make UDL implementation successful.

4.2.1. Technology has enabled alternate representations (such as medias to represent concepts, text-to-speech, and adjustability of display), interactivity between learner and learning tools, as well as altered the way information is shared.