Moving Toward a Universal Design for Learning Mindset: A Case Study Transforming a Pre-Service Teacher Field

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dc.contributor.authorAltowairiki, Noha
dc.contributor.authorJohnson, Carol
dc.contributor.authorLiu, Yang (Flora)
dc.contributor.authorda Rosa dos Santos, Luciano
dc.contributor.authorHill, Laurie
dc.contributor.authorLock, Jennifer
dc.date.accessioned2015-07-08T21:14:03Z
dc.date.available2015-07-08T21:14:03Z
dc.date.issued2015-05-13
dc.description.abstractContemporary learning in higher education embraces an array of instructional strategies and approaches, including online and blended learning. Blended learning involves between 30-79 percent of the class occurring in an online environment (Allen & Seaman, 2013). As we design and develop online and blended learning environments, consideration needs to be given to the three principles of Universal Design for Learning (UDL): 1) “provide multiple means of engagement”; 2) “multiple means of representation”; and 3) “provide multiple means of action and expression” (p. 89). The integration of UDL principles in learning helps to facilitate motivation, persistence, self-regulation, personalization of learning, and learning community participation (Meyer et al., 2014). In this interactive session, we will share a UDL approach that conceptualized a framework for planning, implementing, and assessing a University of Calgary blended learning approach used for a pre-service teacher education field experience course. The participants of the session will engage in a discussion focused on the following questions: 1) What factors influence the shift of using UDL principles in designing online and blended learning; and 2) What key strategies support the implementation of UDL principles in online and blended learning environments (i.e., design, develop, and evaluate)? The aim of this session is to examine of how principles of UDL enhance learning for all students in online and blended environments.en_US
dc.description.refereedNoen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/10302
dc.identifier.urihttp://hdl.handle.net/1880/50555
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.titleMoving Toward a Universal Design for Learning Mindset: A Case Study Transforming a Pre-Service Teacher Fielden_US
dc.typeconference proceedingsen_US
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