1.  After exploring this 360 Degree UDL Classroom simulation, take a picture of your classroom, support room or lecture hall and identify the various ways it is designed to support UDL. Create a list of ways you might improve learning with additional inclusion of UDL tools, resources and environmental design.

• If you use your mobile device to take the picture, consider using Skitch to point out the UDL in your image.

 

2. After using the interactive UDL Overview Wheel (and any other resources that interest you) create a diagram, infographic or image that helps define UDL for you. Here is one source of inspiration.

• You might want to use apps such as Popplet, Inspiration Maps or a draw program such as Paper to create your design.

 

3. If you teach elementary or high school explore several examples of UDL in practice and then create a chart, web or list of the various ways UDL can be applied to practice that resonate with you. Comment on how you might apply these to your own practice or how you would use the resources to promote UDL practices within your institution. Below are some resources to support your task.

• Maryland Learning Links - UDL Interactive

 

4. If you teach higher ed or adult ed, explore several examples of UDL in practice and then create a chart, web or list of the various ways UDL was applied to practice that resonate with your. Comment on how you might apply these to your own practice or how you would use the resources to promote UDL practices within your institution. Below are some resources to support your task.

 

• University of Vermont - Examples of UDL in Practice

• University of Ontario - Accessible Intruction for Educators

• University of Guelph - Universal Instructional Design

• Watch the short video “Incident #2 Boring” to test your ideas - excuse the acid washed jeans!

 

5. Create an Open Education Resource (OER): This could be a blog, webpage, video, PDF, Infographic, Twitter post, ThinkLink, Prezi, etc. for parents or students, on some or all of UDL's Assumptions and Beliefs. Provide a basic overview and then provide examples of what these assumptions and beliefs look like in action. 

 

6.  Open choice  - If there is an aspect of UDL that you want to learn more about or research more deeply, or you have a great idea of how you want to share what you learned, please email us at SOOC4Learning@gmail.com to discuss your idea. For example, you might want to create a collection of resources using a tool like SymbalooEdu or Edshelf to help others learn more about UDL. We look forward to any and all ideas!  

 

Commenting on Posts

 

Commenting on others' work requires openness and trust. The goal of providing peer feedback to one or more participants is to encourage active participation in the community, support your understanding or UDL and help others reflect on their learning. It is not intended to fuction as evaluative or as assessment. The following questions will help guide your feedback. Consider including:

 

• How their post reflects the UDL principles or specific guidelines

• What insights you gained and/or what was confirmed for you

• What challenged your assumptions and beliefs

• How you will use the information, resource or tool in your own practice

• How you might change or alter the tasks for your own use

• Questions you had about their task or the resource they posted

• Additional examples that support what they discovered/created

• Additional links or tools

• Experiences you've had that might support their next steps