Category: Blog Posts

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 isn’t 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:

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

Backward Design and Understanding by Design

Stages of backwards design	Definition
Identifying desired results	Establish the learning goals and outcomes
Determine acceptable evidence	Assessing if people have achieved these learning goals
Plan learning experiences and instruction	Design activities to meet outcomes.

Instead of beginning with content and activities, educators identify the knowledge and skills learners should be able to demonstrate by the end of the experience, determine how learning will be assessed, and design activities that support the outcome. By ensuring that activities and assessments are connected to long-term objectives rather than discrete tasks, this structured method helps maintain instruction’s focus and significance.

In my case, this term I have a couple classes with portfolios that are due at the end of the month. The information, tasks, due dates, exams, and outlines have been posted since the first day of class. I have never had this before in university and have struggled with this in the past. In these classes, I have found success AFTER fully understanding what is required of me, as by working backwards in my thought process and breaking down tasks to make the work load more manageable. I am able to stay focused, organized, reduce my stress levels, and make steady progress towards the final goal.

Design thinking

Education has become one size DOES NOT fit all. Design thinking moves away from delivering content to understanding what learners want and need, designing meaningful experiences that encompass individualized experiences, as well as a solution for the general population.

This video by Sprouts outlines what design thinking is all about.

• Empathize: Conduct interviews to find out what people care about.
• Define the problem: Understand the needs of the people.
• Ideate: Focusing on the problem statement and come up with ideas that solve the problem.
• Prototype: Reflect on what you’ve learned from the conversations about different ideas, connect the dots, and create.
• Test: Use the idea with the people themselves, receive feedback, refine, then finalize.

Last winter/spring, I had the opportunity to create a carnival game for my out of school care kids. All of the leaders had to create their own game for their own station. I first started with asking all the kids what the liked about their previous experiences with carnival games, and what could make it better/more fun (empathize). The conclusion was that they wanted more water games, not just a dunk tank, but something that involved many people competing for something. I came up with the idea (defined the problem) of a race that they had to fill up water balloons as quickly as possible without it popping, and the winner was the person that had the most water in their balloon. I started thinking about the cost, the resources, time it would take to make, was it easy to understand, and could everyone participate (ideate)? I then started making prototypes of the race and how it would be set up (prototype).

The material I used was:

• Low table
• Hose spigot (multi-way splitter)
• Hose connectors
• Garden hose (cut into smaller pieces)
• Water balloons
• Extra balloons

I cut up the hose I bought into smaller pieces, then attached the spigot to the main hose, and the connector onto the end of each of each hose I had cut up. The kids had to run up to the table, fit the ends of their balloon over the end of the hose, and whoever filled up their balloon the most without popping won.

It took a-lot of effort and only cost around $55. This process changed my views on problem solving and coming up with creative solutions. By refining and trying different ways to make the game work, using zap straps and crazy glue, as well as different brands of water balloons, I would change how I went about the game in my time management. It took along time to get everything sorted and put together, whereas in the future, designing a prototype online or in a quick sketch would have been a more resourceful solution in managing my time. In the end it was all about the kids reactions and they loved it, showing myself that it was worth my effort and created a memorable experience.

Learning Outcomes and Bloom’s/Solo Taxonomies

Out of the two taxonomies, I find Blooms to be more helpful when describing levels of learning as it shows a straightforward hierarchy that shows the cognitive process that makes the outcomes easier to design and align with assessments.

Using Bloom’s Taxonomy verbs, it’s easier to see whether an outcome involves remembering, applying, or the higher levels of thinking. A educator might look at someone’s work, where they are at, and figure out where along the way they might need more time and practice. The pyramid is a great visual tool as well, as someone who is learning needs a solid foundation and understanding of the work and how they learn themselves, as everyone is different. The skills and abilities continue to evolve as they dive in more complex ways of thinking moving onto each step of the pyramid, which is why Bloom’s Taxonomy’s is more helpful in describing the levels of learning.

Using Bloom’s verbs, it becomes clear whether an outcome is asking for recall, application, or higher-order thinking

For example, a weak outcome might be:

“Students will understand the causes of World War ll.”

A strong outcome looks like:

“Students will be able to explain the main causes of World War ll, and evaluate how immediate and underlying conflicts triggered the war.”

Better Learning Design

During my first two years of university, I didn’t know to take notes, to study, heck even know what program I was in or wanted for my career. I took down every single note in class, participated in discussions, went to most of my classes, and every lab I was sure I had a deeper understanding and knowledge of the content. When I didn’t achieve the grades I desired, it took way too long for me to realize things needed to change. I used to read and type out every single detail I needed to remember, regurgitating everything back to myself. The surface learning was there, but no deep learning took place.

According to the Wellbeing Thesis, “students who approach learning at a deeper level generally experience greater overall wellbeing and achieve stronger academic outcomes, while those who rely on surface learning are often more anxious and perform below their potential (Hughes & Kirkman, 2019).” That statement emphasizes how students who experience learning at a deeper understanding have greater success than those that don’t. This led me to practice a deeper level of learning by the time third year rolled around by practicing a more hands on method, self-instructing definitions and tables of information, writing on flashcards and quizzing myself. Those are all ways I learned how to become a better student.

My learning process design was the biggest part in my studies. Taking my initial design, figuring out what needed to change, then adapting to a redesigned approach where I made deeper more meaningful connections and strengthen my understanding of the material.

This learning by doing method has taken me nearly over a decade to learn how to wheelie a mountain bike. Over and over again, wherever I went I practiced. Where do I put my weight, are my hips over the centre of the bike, are my arms straight, is my chest high, keep one finger on the back brake, are all the components of a wheelie that took a long time to learn how to do.

My environment design was a huge part of my learning for how to wheelie. Structuring my progression, my environment and tools I was using, shaped how safely and effectively I moved from basic attempts to performing the perfect wheelie.

Inquiry and Project – Based Learning

Both of these approaches emphasize learning by doing, reflecting, and applying knowledge. Project-based learning is how I approach my tasks. In the context of becoming an occupational therapist, I will learn through case studies and hands-on projects where I will design interventions for clients with specific needs. Rather then memorizing treatment techniques, asking open-ended questions such as, “How might this client’s environment impact the quality and quantity of their work?” or “What changes could be made to make tying shoes easier?” This is an example of project based learning, where exploration and problem solving can help create a deeper understanding of what connects my learning to authentic, real-world challenges.

A clear benefit of exploration and problem solving on the spot is that it pushes learners to think more critically and apply knowledge in meaningful ways. On the other hand, a challenge around open-ended questions is that can feel overwhelming without enough structured support, and it can be hard to evaluate objectively. Having a balance of both freedom and structure is the solution to making inquiry and project-based learning successful.

References

Hughes, G., & Kirkman, A. (2019). Deep and surface learning. The Wellbeing Thesis. https://thewellbeingthesis.org.uk/why-you-are-engaging-in-pgr-study/deep-and-surface-learning/

Western Michigan University. (n.d.). Backward design. Teaching & Learning. https://wmich.edu/x/teaching-learning/teaching-resources/backward-design#:~:text=Brief%20Overview,by%20Design%20Workshop%20Series%20recording.

Lucas, J. (2017, September 12). STEM Teaching Essentials – Backward Design [Video]. YouTube. https://www.youtube.com/watch?v=_r0VX-aU_T8

TCEA Blog. (2021, September 9). Why it may be time to dump Bloom’s taxonomy. https://blog.tcea.org/why-it-may-be-time-to-dump-blooms-taxonomy/