Universally Designed Learning Environments
The context and environment determine what is learned and how it is learned. Therefore the classroom, furniture, arrangement of that furniture, and display screens/boards establish a particular learning environment. Universally Designed Learning Environments (UDLE) are learning environments which embrace the diversity of the learners in every course.
Factors to Consider
- Access to the physical space (Americans with Disabilities Act)
- The learning space
- Physical
- Comfort - temperature, lighting, noise, seating arrangements,
- Accessibility - movement pathways, ability for students to see and hear, etc.
- Virtual (online courses)
- Highly interactive - synchronous and asynchronous, multiple options for interaction/communication
- Multi-tasking - different devices, different roles, different virtual locations
- Physical
- Classroom social/emotional climate (welcoming and safe for all)
- Comfortable sharing ideas and opinions
- Transitions from brainstorming toward conclusions/perspectives
- Encourages and supports engagement
- Classroom management strategy
- More on Classroom Climate – Cornell University
- Comfortable sharing ideas and opinions
- Course interactions (in and out of class)
- Communication language, tools and strategies
- Mapping discussions, thought pathways and decision-trees
- Grouping options (individual, pairs, small groups)
- Presentation materials and resources are usable, multi-format, transitional and relevant
- Communication language, tools and strategies
- Learning experiences
- Student-centered, adaptable and meaningful
- Organized to be flexibility/adaptability
- Embraces student choice
- Integrates authentic learning experiences
- Multiple formats and opportunities for engagement and expression
- Assessment activities and tools
- Multiple formats
- Matched to learning goals
- Valid and reliable
- Technologies and technology use/availability
- Learning management system
- Multiple representations of information
- Social and learning support mechanisms
- Instructor
- Location and time in class
- Movement/proximity
- Accessibility in and out of class
- Language and terminology used
- Student interactions and support
- Connecting With Your Students – Cornell University
Pertinent Resources
- Applications of Universal Design, DO-IT - University of Washington
- Bakhshialiabad, H., Bakhshi, M. and Hassanshahi, G. (2015). Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM. Advances in Medical Education and Practice, 6, 195-203
- CAST - UDL
- Classroom Management - Northern Colorado University
- Disabilities, Opportunities, Internetworking, and Technology (DO-IT) - University of Washington
- Discussions - Carnegie Mellon University
- Graetz, K. (n.d.). The Psychology of Learning Environments. EDUCAUSE
- Keppell, M., Souter, K. & Riddle, M. (2012) Physical & virtual learning spaces in higher education: Concepts for the modern learning environment. Hershey, PA: Information Science Reference
- Lippman, P. (2010). Can the physical environment have an impact on the learning environment? CELE Exchange, OECD
- Office of Equity and Diversity[BROKEN LINK] - UTHSC
- Student Academic Support Services and Inclusion[BROKEN LINK] - UTHSC
- The Psychology of Learning Environments - EDUCAUSE
- UDL Universe - Sonoma State University
- Understanding Universal Design in the Classroom - National Education Association
- Universal Design for Instruction - University of Connecticut
- Universal Design for Learning - Vanderbilt Peabody College/Claremont Graduate University
- What is Universal Design? The 7 Principles - National Disability Authority