Universal Design for Learning (UDL)
The Universal Design for Learning (UDL) is a an educational approach to curriculum that aims to remove barriers and maximize learning for all students. (Cast, 2017) The main principles that make up the UDL are as follows:
| Engagement | Representation | Action and Expression |
| The “Why”. Provide choices and supports that encourage motivation and continue long-term engagement in learning. | The “What”. Deliver information in multiple formats to enhance accessibility and understanding. | The “How”. Provide choices and supports for everyone to learn, create, and share effectively. |
According to the Centre for Teaching Support & Innovation (n.d.), it explains that the UDL is based around a wide range of learners to accommodate for all styles of learning making it a proactive approach, rather than a reactive approach where a learning style is tailored to each individual to suit their needs.
UDL focuses on creating a curriculum that makes learning accessible to a wide variety of students, rather than tailoring it individually to each person. Unlike traditional education, which often relies on lecturing, assessing all students with a single rubric, and maintaining fixed seating charts and routines, UDL removes these barriers. This approach fosters a more inclusive learning environment, supporting diverse learners in the classroom where rigid individualization isnāt always the most effective option.
In my own learning experience, I have experienced UDL firsthand. When I received one on one tutoring at Uvic, I found that the tutors ability to explain anatomy content in different ways, using visuals and simplifying the language helped me understand concepts that initially seemed difficult. This directly connects to UDL’s principles of multiple means of representation, which encourages presenting information in various ways to make learning more accessible and meaningful (CAST, 2017). I was able to ask questions, apply ideas in different ways, and I expressed my learning through discussion rather than testing alone. This method felt more personalized and motivating, and it showed me how powerful UDL can be when professors design instruction that anticipate different learning needs.
Inclusive Learning Design
I mentioned in my last blog post that in education, one size does NOT fit all, especially when it comes to someones learning. The Inclusive Learning Design (ILD) is an educational approach that everyone, regardless of their background, language, and learning style can fully access. Instead of expecting students to change to a rigid system, the ILD supports environments that are flexible, supportive, and free of obstacles.
Inclusive Learning Design involves:
- Anticipating diversity amongst learners.
- Providing multiple ways for learners to access information.
- Embedding accessibility (readable text, assistive technology compatibility).
- Foster a sense of belonging.
In our module 3 page, Mr Hotchin describes how the ILD involves asking whose voices are represented, whether materials reflect diverse perspectives, and how learners experience belonging (Designing for Learning, n.d.). In my experience as an educator like position (leader) for kids in out of school care, some strategies that helped me support the kids in regards to equity, belonging, and representation was when I took the time to get to know them, provided materials that reflected their diverse perspectives, and built a space where they felt valued and connected to their learning. Some other strategies I used such as;
- Designing diversity from the get go.
- Incorporating culturally appropriate lessons.
- Promote accessibility and flexibility.
- Foster a sense of belonging.
- Reflect and respond.
One great example was that on the first day of working with kids in out of school care, I promised the kids if they all made a shot around the basketball hoop that I would wear a wig the following day. They all made the shot, so the next day in order to start building relationships with all the kids I wore the wig. This small connection became a powerful example of how inclusion can be built with small, intentional acts. This helped to break down social barriers and even encourage participation from the more hesitant kids. This reflects an ILD principle, “foster a sense of belonging”. By building a relationship and forming trust with the kids, I’ve laid one of the many essential foundations for learning.
Synchronous and Asynchronous Learning
Synchronous learning is a style of learning that takes place in real time face to face, allowing for for real-time interaction, immediate feedback, and a sense of community. Synchronous learning gives students opportunities to connect with peers and instructors directly.
On the other hand, Asynchronous Learning is learning online, where lectures, discussion boards, and assignments are self paced, as this style of learning offers flexibility for students so they can engage at their own pace and or learning preferences. According to Kritik (n.d.), here are the pros and cons of both:
Synchronous Pro’s:
- Real time interaction
- Sense of community
- Immediate feedback
- Structured schedule
Con’s:
- Limited flexibility
- Pace issues
Asynchronous Pro’s:
- Flexibility
- Accessibility
- Time for reflection
- Reusable content
Con’s:
- Less immediate interaction
- Reduced sense of community
- Self-discipline required
- Potential for miscommunication
I found this lab to be a staple for examples to my learning, as the labs where mandatory to go to either the Monday or Thursday labs, while the lecture content was recorded, which allowed for maximum flexibility while holding me accountable and furthered my learning by seeing the techniques and content in person via the labs. They each supported my engagement by keeping me accountable for being there for the labs, and studying the lecture content on my own time as well as the option for being there in person lead to a greater overall experience in the class.
To me, combining both synchronous and asynchronous learning can maximize my strengths. By using live sessions students can build connection and are motivated to do their work, where online options can ensure that learning remains accessible and equitable for all students. Together they create a flexible supportable environment that fits everyones needs to participate meaningfully and succeed.
Principles of Effective Online Education
Having an online education can be an effective way to learn for some people. What characteristics make online learning effective?
According to Emerson (2020), making online education effective for people is built on having high efficacy, computer literacy, good time management skills, and a positive attitude towards online learning. Having clear clear instructions and consistent course design built around making online learning accessible and easy to interpret ensure equitable participation for everyone.
The Universal Design for Learning (UDL), strengthen these principles by emphasizing multiple points of engagement, representation, action and expression. The UDL gives teachers the base line to plan lessons that meet the needs of all of their students from the start, instead of adding tools after the fact. UDL encourages clarity and accessibility by giving students a choice of different formats for content, which gives students a number of flexible ways to show what they’ve learned.
When UDL principles guide course design, online learning will become more transparent addressing inclusivity, making learning and engaging the first step in making students feel supported and capable of success in a digital world.
Interaction and Presence
All sorts of interactions, wherever it be student-content, student-student, and student-instructor, can always be improved by making each other or it (ie.content) more engaging and inclusive.
- Student-content: how students engage with material.
- Student-student: peer communication and collaboration.
- Student-instructor: guidance, feedback, and mentoring.
Fostering these types of relationships in an online environment can be challenging, as you are faced with a screen and data that is thrown in your face. It matters when getting people present and interacting with one another, as interaction combats isolation and makes the student feel more lively. Presence from the instructor can make students feel seen and valued, making them engaged with course content and foster collaboration (Emerson, 2020). Some examples of how each type of interaction can be fostered is:
- Studentācontent: interactive videos, self-paced quizzes, and reflection prompts.
- Studentāstudent: discussion boards, small-group projects, peer feedback.
- Studentāinstructor: regular check-ins, personalized announcements, video feedback.
From my own experience working with children in out-of-school care, I’ve seen how being present and interacting with students transforms their learning experience. When I made them feel seen and heard, they engaged and where willing to share, open up, and became more supportive of one another. I can recall one time where I recalled some topics from elementary school and got many positive reactions and everyone wanted to join in on the conversation. Applying the same concept to an online environment where consistent communication and being flexible in the delivery of content can help every student feel valued.
References
CAST. (2017, July 5). Universal Design for Learning: What is UDL? [Video]. YouTube. https://www.youtube.com/watch?v=bDvKnY0g6e4
Centre for Teaching Support & Innovation. (n.d.). Universal design for learning. University of Toronto. https://teaching.utoronto.ca/resources/universal-design-for-learning/
Designing for Learning. (n.d.). Module 3. Designing for Learning. https://designingforlearning.ca/category/module-3/
Emerson, M. S. (2020, March 17; updated 2025, March 21). Going the distance: Why online learning works. Harvard Extension School. https://extension.harvard.edu/blog/going-the-distance-why-online-learning-works/
Kritik. (n.d.). Advantages and disadvantages of synchronous and asynchronous learning. https://www.kritik.io/blog-post/benefits-and-challenges-of-asynchronous-learning#:~:text=Both%20synchronous%20and%20asynchronous%20online,encouraging%20flexible%2C%20ongoing%20peer%20interaction
National Center on Universal Design for Learning. (2021). When you design for everyone, EVERYONE benefits from the UDL framework [Video]. YouTube. https://www.youtube.com/watch?v=NL2xPwDrGqQ
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