When "Choice Gives Voice" - Universal Design for Learning

Image by Arek Socha from Pixabay 

"CHOICE gives VOICE" - This was the phrase used by Carolee Clyne and Helena Prins as they facilitated the FLO Course I participated in on Universal Design for Learning (UDL) by BCcampus in May 2021. Three powerful words that sum up the philosophy of UDL and highlight the importance of thinking of UDL as a framework for adding more choice and enabling more voice. The credit for those words goes to Andratesha Fritzgerald, the author of "Antiracism and Universal Design for Learning: Building Expressways to Success" published by CAST. 

FLO UDL Digital Badge for Taruna Goel

CAST is a nonprofit education research and development organization that created the Universal Design for Learning framework and UDL Guidelines. The UDL Guidelines offer concrete suggestions that can be applied to ensure that all learners can access and participate in meaningful, challenging learning opportunities. The Guidelines are organized based on the three principles of providing multiple means of engagement, representation, and action and expression.

See here: The Universal Design for Learning Guidelines Graphic Organizer (without numbers) (cast.org)

In July 2021, I attended the "The Accessible & Inclusive Design Conference 2021" by TLDC. The speakers at this conference covered many themes for accessibility and inclusion such as:

• top eLearning accessibility myths,
• who needs accessibility,
• common areas of accessibility concern,
• how to gain accessibility experience, and
• how to go beyond accessibility and apply UDL principles for inclusion, etc.

But the key idea that emerged was:

"Designing for accessibility and inclusion is what makes good design." 

I was intrigued by the example shared by Gwen Navarette who compared UDL to dining in a restaurant where each customer can request substitutions within a "fixed menu". For example, one can ask for gluten-free or vegan options or ask to hold the sauces or have items on the side, etc. Similarly, when going for a buffet, one can "make" their own plate using the options available. In that sense, everyone has an equal experience even though they have different things in front of them. Unfortunately, most training, as highlighted by Gwen, is like a fixed, four-course menu where there are no considerations for substitutions thus making the experience less equitable for some diners. 

You can view the recordings of the "Accessible and Inclusive Design Conference 2021" at Recordings - Accessible and Inclusive Design Conference 2021 (thetldc.com)

It is important to state that there are also somewhat differing perspectives about UDL and how using the term, 'universal design' might end up becoming another fad or the next new trend and how it focuses on 'differentiation' rather than universality. I am an advocate for using evidence-based approaches and at this time, all the principles of UDL are not equally backed up by extensive research studies and trials. Having said that, the way I have understood UDL is as a means to reduce challenges and barriers and as a proactive way to design learning so that it is accessible by everyone rather than by building specific types of elements based on 'individual learning styles' (which by the way is a myth). Katie Novak is a UDL expert and uses a dinner party analogy to explain the difference between DI (differentiated instruction) and UDL. She explains that making individual meals for each guest is similar to DI. In this case, the host chooses what each guest will eat, despite individualising it for them. UDL, on the other hand, is like a buffet. All diners have choice and the diner drives that choice.

Over the last few months, I have been researching UDL and its application to the world of workplace learning and performance and I see several applications. As a learning designer, my objectives are to maximize learning and performance and minimize any barriers to it. Given that, I am keen to apply the principles of UDL and think more deeply about how I can respect and reflect diversity, equity and inclusion (DEI) in my learning designs or any other work that I undertake. Ultimately, I'd like people to be more self-directed in their learning activities and feel empowered by what they learn. And I think UDL can support my objectives. 

Given the lens of "choice gives voice", what can you do in your learning design work to improve teaching, optimize learning and impact performance? How can you extend this idea to other practices such as recognition of prior learning and competency-based assessments?