The concept behind universal design is simple. Instead of adapting built environments to disability needs, design them to be universally accessible by nature. Can educators apply the same idea to learning? Can eLearning developers apply the same idea to eLearning?
The answer to both is yes. This article will explain the universal design for learning (UDL) and strategies for applying UDL to asynchronous eLearning. Asynchronous eLearning is online learning a user does whenever they want without the facilitation of a live teacher.
What is universal design for learning?
Universal Design for Learning (UDL) is the same basic idea as Universal Design. UDL instruction aims to meet the needs of diverse learners without accommodation requests. UDL is important in asynchronous eLearning because there is typically little or no interaction between the designer and the learner.
UDL attempts to engage different parts of the brain by focusing on three essential components:
- Engagement, or the “why” of learning, focuses on stimulating and motivating learning.
- Representation, or the “what” of learning, focuses on the presentation of information and concepts.
- Action and expression, or the “how” of learning, focuses on learners being able to express what they know and do things with it.
Each category can break into three sub-categories. To explore them more, visit the Universal Design for Learning Guidelines.
Applying UDL guidelines to asynchronous online learning
Engagement
Adult learners need the motivation to learn as much as children. The goals of a course must be clear to learners. Developers can do this by clearly stating the goals of each section on the first slide and tying learning back to the goals as much as possible.
Engagement also depends on minimizing distractions. This is especially important for learners with cognitive and learning disabilities. eLearning developers can’t control any external distractions a learner might encounter. So it’s important to minimize the distractions within the course. Graphics can help learners understand concepts. However, cluttered slides with unnecessary graphics or poorly aligned elements are distracting.
Developers can help learners self-regulate by giving them as much control as possible, for example, letting learners control the pace of their learning. Giving learners the opportunity to customize their experience to their particular goals and background knowledge also gives the learners control. This helps make the content more relevant and eliminates the distraction of information or concepts the learner does not need.
Representation
eLearning developers need to make sure that learners understand vocabulary and acronyms. This is especially important for learners with cognitive and learning disabilities. Additionally, it is important for those still learning the language used in the training. One way to do this is to use plain language. When developers need to use language or acronyms specific to their content, they can support the learner by defining them as they introduce them and providing a glossary.
Visuals help learners understand concepts. Some simple ways to do this include:
- Breaking down a process into steps
- visually contrasting examples and non-examples
- Using animations to demonstrate change
- Interactive elements
- Reusing the same image for a concept every time the course references that concept.
However, as discussed earlier, poorly done graphics can distract the learner. Any visual elements must have text alternatives to be accessible.
Frequent knowledge checks help learners confirm they understand one concept before moving on to another. This is especially important if the next concept builds on the previous concept. Knowledge checks should give clear feedback and links to the relevant slides to help the learner review when needed.
Action and expression
The ability to customize eLearning provides opportunities for meeting the last category of universal design for learning. This starts with the basic controls of the course. One of the best features of eLearning is a learner’s ability to control the pace. Many features required to meet WCAG also provide options for all learners:
- Voice-over audio
- Closed captioning
- Transcripts
- Ability to control a course with a mouse or a keyboard
- Visual aids and interactive slides.
For more information, see accessibility and eLearning.
However, the heart of the last UDL principle is allowing for multiple ways for learners to express what they’ve learned. This can be tricky in eLearning. After all, an eLearning course can hardly give learners the option to write a story or make a presentation about what they’ve learned.
There are some tools to help students confirm their learning. Have frequent knowledge checks rather than one long one at the end. Embed knowledge check opportunities in content slides. Don’t make all of your knowledge check questions multiple choice. Instead, vary the experience with:
- Images for options instead of word (but make sure they have alt text)
- Simple text or number entry
- Matching questions
- Having learners sort steps of a process into the correct order.
Conclusion
eLearning developers have many opportunities to make UDL-based learning experiences. Asynchronous eLearning by its very nature is led and controlled by the learner. Developers just need to make sure their courses have built in tools that:
- engage learners in multiple ways
- make goals explicit
- minimize distractions
- provide frequent and varied knowledge checks
- give learners maximum control.
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