Certificate in Universal Design for Learning

This first module will introduce you to the basic principles of Universal Design for Learning and other anti-oppressive practices and equity-centred frameworks for education. You will have an opportunity to reflect on learner variability and what that means for creating inclusive classes. You will also have an opportunity to set goals for yourself in the program. This module has both an asynchronous and a synchronous component. There are options to attend the synchronous workshop either in person or online.

• Multiple Means of Engagement: This module focuses on how affect and learner motivation are intrinsically linked to individual traits: including neurological, cultural, and personal differences. This module has both an asynchronous and a synchronous component. There are options to attend the synchronous workshop either in person or online.
• Multiple Means of Representation: This module focuses on how learners differ in the way that they perceive and understand information and explores concrete ways of providing options that work for diverse classes. This module has both an asynchronous and a synchronous component. There are options to attend the synchronous workshop either in person or online.
• Multiple Means of Action & Expression: This module focuses on how learners differ in their approaches to learning tasks and their ability to express understanding in different modes. This module has both an asynchronous and a synchronous component. There are options to attend the synchronous workshop either in person or online.

The final capstone project is a requirement for those hoping to receive the Universal Design for Learning Certificate. This is an opportunity to reflect on the knowledge and skills developed through the modules and apply these to your own practices. You will receive facilitator feedback on your project submission.

Are you interested in making your teaching practices more inclusive? Do you use or want to learn more about Universal Design for Learning and/or other equity-frameworks in your teaching? This is the first meeting of the UDL/Inclusive Teaching Community of Practice (CoP). This community will offer opportunities for conversation, collaboration, learning, sharing, and creation for those interested in inclusive teaching practices. Everyone who is involved in teaching or shaping learning experiences is invited to join us; you do not need to be working on the Universal Design for Learning Certificate. The first meeting will focus on community building and starting to define our goals as a community. If you are interested in participating, but not able to join us, please contact Dani at ddilkes2@uwo.ca. We'll ensure you're included on future communications.

Learners are diverse and often have diverse needs, motivations, and expectations. A one-size-fits-all course design can create barriers to participation and success for some learners. This session will introduce participants to the basic principles of Universal Design for Learning (UDL), an approach to designing courses, course content, and assessments that acknowledges the diversity of learners and provides learners with more options for engagement, representation, and action and expression. We will also discuss how UDL intersects with other anti-oppressive practices in education and can be used as one tool for creating more inclusive learning environments.

This module focuses on how learners differ in the way that they perceive and understand information. We will discuss learner variability and explore concrete ways of representing information in different ways that will reduce barriers to understanding and participation for diverse classes. We will examine each of the UDL guidelines for Multiple Means of Representation in detail, including perception, language, and comprehension.

This module focuses on how affect and learner motivation are intrinsically linked to individual traits, backgrounds, and identities: including neurological, cultural, and personal differences. We will discuss different ways in which learners can be engaged and motivated in learning, and how to provide multiple means of Engagement in your course designs. We will examine each of the UDL guidelines for Engagement, including how to recruit interest, sustain effort and support self-regulation.

This module focuses on how learners differ in their approaches to learning tasks and their ability to navigate learning environments and express understanding. We will explore different approaches to learning and assessment design that allow for multiple means of action and expression while still upholding constructive alignment with course outcomes. We will examine each of the UDL guidelines for Action & Expression, including physical action, communication and executive functions.