{"id":1804,"date":"2020-10-15T10:17:30","date_gmt":"2020-10-15T16:17:30","guid":{"rendered":"http:\/\/sites.msudenver.edu\/sips\/?p=1804"},"modified":"2021-05-11T10:11:43","modified_gmt":"2021-05-11T16:11:43","slug":"sip_12-9_using_udl_in_synchronous_and_asynchronous_online_classes","status":"publish","type":"post","link":"https:\/\/sites.msudenver.edu\/sips\/sip_12-9_using_udl_in_synchronous_and_asynchronous_online_classes\/","title":{"rendered":"SIP 12.9 Using UDL in Synchronous and Asynchronous Online Classes"},"content":{"rendered":"<h3>Thirsty for a Strong Instructional Practice?<\/h3>\n<p><img decoding=\"async\" class=\"img-responsive\" src=\"https:\/\/www.msudenver.edu\/media\/marketingandcommunications\/earlybird\/20-april\/COVID-19AtHome_500.jpg\" alt=\"Student working on computer and taking notes in a notebook.\" \/>Universal design for learning (UDL) is a framework or way of approaching teaching and learning that focuses on providing diverse opportunities for learning to\u00a0<em>all<\/em>\u00a0students, removing barriers, honoring students\u2019 strengths and unique learning styles, and meeting their needs equally. Approaching teaching and learning in this way benefits all students, not just those who have been identified as needing accommodations for visual, hearing, physical or learning impairments. This includes students who think and process out of the box, who have not been formally diagnosed with learning challenges, who are twice exceptional, who have been historically marginalized by the education system, who rely on different forms of intelligence, who are English-language learners, who have experienced trauma and\/or who are returning to school at a later stage in life. UDL gives all students equal opportunity to engage, learn and succeed in higher education.<\/p>\n<p>UDL is essential in our online environments for equitable course design and teaching\u00a0<em>and<\/em>\u00a0to engage\u00a0<em>all<\/em>\u00a0students incorporating their learning strengths and needs.<\/p>\n<h3>Take a SIP of this: UDL in online design, teaching and learning<\/h3>\n<p>Follow these tips to incorporate\u00a0<a href=\"http:\/\/udlguidelines.cast.org\/?utm_medium=web&amp;utm_campaign=none&amp;utm_source=cast-about-udl\" target=\"_blank\" rel=\"noopener noreferrer\">UDL guidelines<\/a>\u00a0in synchronous (learning at the same time, often via a digital meeting room) and asynchronous (learning at different times and places) online interactions.<\/p>\n<h4><strong>Engagement (the \u201cwhy\u201d of learning): stimulating interest and motivation for learning<\/strong><\/h4>\n<h5>Synchronous:<\/h5>\n<ul>\n<li>Start your sessions with your intentions for the day and your \u201c<em>whys\u201d<\/em>\u00a0for including this content in your course.<\/li>\n<li>Have students share their \u201c<em>whys<\/em>\u201d for learning the specific content of that class in the chat window or orally.<\/li>\n<\/ul>\n<h5>Asynchronous:<\/h5>\n<ul>\n<li>Include students\u2019 lived experiences, professional goals, current concerns and interests in your course examples, content and images to engage in the \u201c<em>why<\/em>\u201d of learning.<\/li>\n<li>Have students reflect in a \u201c<em>why<\/em>\u201d journal where they connect that week\u2019s learning to real life and things that matter to them. For example: \u201cLearning about the periodic table made me look at my environment differently.\u201d<\/li>\n<\/ul>\n<h4><strong>Representation (the \u201cwhat\u201d of learning): presenting information and content in different ways<\/strong><\/h4>\n<h5>Synchronous:<\/h5>\n<ul>\n<li>Use a physical whiteboard or one in the virtual platform to demonstrate the \u201c<em>what<\/em>\u201d as you teach.<\/li>\n<li>Invite guest lecturers to present course material from their unique perspective, style and location.<\/li>\n<li>Use the chat function in your session for questions, clarifications and resources for and from students.<\/li>\n<\/ul>\n<h5>Asynchronous:<\/h5>\n<ul>\n<li>Provide digital and nondigital (printable) forms of readings, problems and course material. Some students prefer to print out materials to read away from the computer.<\/li>\n<li>Make a lecture using\u00a0<a href=\"https:\/\/info.flipgrid.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Flipgrid<\/a>\u00a0or\u00a0<a href=\"https:\/\/voicethread.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Voice Thread<\/a>\u00a0so students can ask questions and reply directly to your lecture.<\/li>\n<li>In discussion, have students connect the what (readings\/content) and the why through asking students to make a text-to-text connection (connect how this reading makes you think of another reading), a text-to-self connection (connect how this reading connects to your personal experiences in some way) or a text-to-other connection (connect how this reading connects to others\u2019 experiences in some way, including voices heard in the news, a story, a song, a friend\u2019s experiences, etc.).<\/li>\n<\/ul>\n<h4><strong>Action and Expression (the \u201chow\u201d of learning): providing multiple ways for students to express what they know<\/strong><\/h4>\n<h5>Synchronous:<\/h5>\n<ul>\n<li>Use competition or games to help students demonstrate and express their learning.<\/li>\n<li>Conduct virtual presentations giving students control of the classroom.<\/li>\n<li>Conduct polls or quizzes where students can see in real time what everyone is answering.<\/li>\n<\/ul>\n<h5>Asynchronous:<\/h5>\n<ul>\n<li>Provide digital and nondigital ways of completing assignments and activities for class. Go outside, write in a journal, draw a picture or complete a math proof on paper. To turn it in, they can just take a picture.<\/li>\n<li>Provide options to demonstrate knowledge incorporating students\u2019 artistic skills such as drawing, video production, poetry, music, dance\/movement and gaming.<\/li>\n<\/ul>\n<p>*With new technology, make sure to check the Accessibility Statements to assure Americans with Disabilities Act compliance and compatibility with Canvas. For example:\u00a0<a href=\"https:\/\/voicethread.com\/about\/features\/accessibility\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/voicethread.com\/about\/features\/accessibility<\/a>.<\/p>\n<h3>Still thirsty? Take a SIP of these:<\/h3>\n<ul>\n<li><a href=\"https:\/\/www.msudenver.edu\/ctld\/programs\/instructionalaccessibility\/\" target=\"_blank\" rel=\"noopener noreferrer\">Accessible Online Course Design<\/a>: accessibility resources at MSU Denver<\/li>\n<li><a href=\"https:\/\/www.essentialaccessibility.com\/blog\/allthesame\" target=\"_blank\" rel=\"noopener noreferrer\">Accessibility Documentary Series<\/a>: discusses digital experiences and accessibility for websites, but the voices could easily be applied to education and engagement.<\/li>\n<li><a href=\"http:\/\/udlguidelines.cast.org\/binaries\/content\/assets\/common\/publications\/articles\/cast-udl-planningq-a11y.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Key Questions<\/a>\u00a0to consider with UDL when planning your lesson<\/li>\n<li><a href=\"http:\/\/udloncampus.cast.org\/page\/udl_examples\" target=\"_blank\" rel=\"noopener noreferrer\">Examples of UDL in higher-education classrooms<\/a>: highlights different courses and how they implemented UDL<\/li>\n<li><a href=\"https:\/\/canvas.sonoma.edu\/courses\/20792\/pages\/ten-steps-toward-udl\" target=\"_blank\" rel=\"noopener noreferrer\">Sonoma State University Ten Steps Toward UDL<\/a>: great resources and context for UDL in higher education online with examples.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Thirsty for a Strong Instructional Practice? Universal design for learning (UDL) is a framework or way of approaching teaching and learning that focuses on providing diverse opportunities for learning to\u00a0all\u00a0students, removing barriers, honoring students\u2019 strengths and unique learning styles, and meeting their needs equally. Approaching teaching and learning in this way benefits all students, not &hellip; <\/p>\n<p><a class=\"more-link btn\" href=\"https:\/\/sites.msudenver.edu\/sips\/sip_12-9_using_udl_in_synchronous_and_asynchronous_online_classes\/\">Continue reading<\/a><\/p>\n","protected":false},"author":165,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[19],"tags":[523],"class_list":["post-1804","post","type-post","status-publish","format-standard","hentry","category-sip-post","tag-universal-design-for-learning-udl-asynchronous-synchronous-online-learning-nondigital-the-whys-of-learning-the-hows-of-learning-the-what-of-learning-students-professional-goals","item-wrap"],"_links":{"self":[{"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/posts\/1804","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/users\/165"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/comments?post=1804"}],"version-history":[{"count":0,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/posts\/1804\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/media?parent=1804"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/categories?post=1804"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/tags?post=1804"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}