Introductory matters 00:23:41 Thomas Tobin: Hi, everyone. Your facilitator @ThomasJTobin here; I'm looking forward to an interactive and useful webinar with all of you. Make sure you have someone at your location near a keyboard, or have a method handy for taking notes, so you can participate and engage as we go along today. 00:24:00 Elisa: Here is a list of his books: • Evaluating Online Teaching: Implementing Best Practices (2015) with Jean Mandernach and Ann H. Taylor. • The Copyright Ninja: Rise of the Ninja (2017). • Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education (2018) with Kirsten Behling. • Going Alt-Ac: A Guide to Alternative Academic Careers (in press, 2019) with Katie Linder and Kevin Kelly. What do you tell your boss about UDL? 00:30:45 Dorothy Loftin: UD is a goal that puts high values on diversity, equality, and inclusiveness. It’s the process of creating materials that are usable by people with the widest possible range of abilities in the widest possible situations. 00:30:47 Robert Voelker-Morris: It is about giving students multiple entry points to the content and skills. 00:30:53 Jennifer Albat: Designing content in a way that meets learners where they are. 00:30:55 Becky Costello: Everyone deserves a flexbile learning environment. 00:30:57 Deborah Cooke: Expanded access for all learners. 00:31:04 Jennifer Kelley: It’s hosting a dinner party for friends who have restricted diets, allergies and serving something that EVERYONE can enjoy. 00:31:08 Jennifer Gibson: designing for everyone from the beginning, intentionally, rather than for groups or individuals as an afterthought 00:31:19 Darlene Aguilar: UDL is accessibility for every student including ESL, anxious students, minorities. It is embedded in curriculum for all rather than accomodating only one person. 00:31:21 David Shoemaker: It’s about leveling the instructional playing field—ensuring everyone has the same opportunity to master the intended outcomes 00:31:22 justi Echeles: Designing course content for the maximum number of learners. 00:31:27 Peter Fay: Need to take all learning styles and needs into consideration 00:31:27 Sandra Law: Set of guidelines and tools that help faculty, student services, faculty to design learning experiences that serve all learners in some way (e.g. multimodal delivery, multiple means of …) 00:31:27 Afsaneh Sharif: Reaching all students 00:31:37 Joy Valerio: Personalizing the experience so its relatable 00:31:37 Jennifer Garrett-Ostermiller: Multiple pathways for students to demonstrate their learning, all leading to the same place. 00:31:38 Kristen Flint: Creating an inclusive learning environment that increases access to all 00:31:47 Jeremy Sydik: Meeting instructors and students where they are 00:31:57 Scott Johnson: think of it as starting as accessibility but it goes beyond to reach people with different cultural experiences 00:32:22 Ann Newland: Proactive design to make the learning process available to all. 00:32:42 Sandra Law: The idea that there is no average learner (no one hits the average) and that everyone can benefit from techniques, tools, approaches, strategies outlined by UDL. Back-channel conversation and resource sharing 00:34:26 Sandra Law: UD (POUR principles), UDI (UWashington), UDL. I think people are confused by different acronyms and what they mean 00:35:31 Terry Golightly: Acronyms are not natively accessible 00:38:15 Robert Voelker-Morris: I think missing from this though I assume a bit within the “engagement” aspect is the “motivation” part, as in I have been thinking about how UDL works together with “growth mindset” ideas. 00:39:08 Robert Voelker-Morris: Yep! 00:39:08 Darlene Aguilar: motivation through choice, real life scenarios 00:39:22 mwmaish: We demonstrate our own passion for the topic. 00:39:26 Joy Valerio: Motivation through immediate feedback 00:39:29 Terry Golightly: published learning objectives 00:39:39 Terry Golightly: what they have to gain 00:40:01 Sandra Law: Motivation … self-regulation and metacognition (encouraging learners to reflect on their own learning process and assess they are challenged or struggle. Concept mapping, reminders or a calendar customized for the students, learning analytics that send out notifications if students haven’t logged into an online course. 00:40:39 Terry Golightly: checklist for accomplished tasks 00:40:54 Jennifer Albat: Google "Transparency in Teaching" there will be additional resoures on this. 00:42:04 Sandra Law: Improving retention, persistence (on task), students motivated to return for additional credentials or degrees (if they receive support, encouragement). Should appeal to administrators, leadership. 00:42:38 Robert Voelker-Morris: I also like the ways in which this all gets away from the other admin thought that it is about this or that technology solution to make things more accessible 00:42:42 Sandra Law: And possibly improved outcomes. 00:43:28 Jennifer Albat: Sometimes tools help us start converstations though. It has for us! 00:44:24 Sandra Law: Authentic learning falls into UDL and doesn’t require technology. You can have paper-based games, case-based learning, simulations. Don’t need technology to achieve desired goals. A Beautiful Problem: How many of your learners come fully prepared for class interactions? 00:46:41 Kathy Jensen: Not even close to enough! 00:46:53 Terry Golightly: many don't even unwrap the textbook! 00:46:57 Sandra Law: 20-25% - a problem online and f2f 00:46:59 Jessica McKee: Less than half. 00:47:00 Jennifer Levine: 30% 00:47:02 Valerie Webber: less than 10% 00:47:04 Shelley Johnson: 30% 00:47:04 Kevin Scoles: Less than 50% 00:47:11 Melissa Wong: I was going to say half, but now…. 00:47:11 Peter Fay: 50 00:47:12 AnnMarie Johnson: no clue 00:47:14 Tianhong Shi: 75% 00:47:17 Scott Johnson: 30 percent 00:47:21 Dorothy Loftin: 42% 00:47:21 Robert Voelker-Morris: ready to engage = larger 00:47:35 Afsaneh Sharif: Depends on the instructor and materials 00:48:00 mwmaish: We get what’s left over. 00:48:00 Jody Dixon: Maybe 25% 00:48:04 Sandra Law: They don’t even buy the textbook … not sure how that works. Maybe borrow from peers or sign out library copy … 00:48:13 Tianhong Shi: I deliberately ask my online instructors: how many students complete the required readings? They did tell me our online students do most of the readings, much better than on-campus students. 00:48:15 Melissa Wong: Afsaneh, I’d like to think that, but it is a way to say “oh, that’s other instructors, but not me…” 00:48:27 Jennifer Levine: it's not so different in Continous education 00:48:55 mwmaish: Virtual textbooks with search capability make it easier to complete work without actually reading. Back-channel conversation and resource sharing 00:49:24 Darlene Aguilar: SMART goals! 00:49:26 Afsaneh Sharif: True, but when materials are more relevant and instructors more caring, students are more engaged and prepared 00:49:44 Melissa Wong: Afsanah, sorry, I meant “IS IT a way….” a reflective moment. :) 00:49:52 Sandra Law: On not buying textbooks https://www.chronicle.com/article/7-in-10-Students-Have-Skipped/128785 00:50:10 Terry Golightly: I think some teachers overwhelm students with the quantity of reading and preparation 00:50:20 Jennifer Levine: learning by doing 00:50:23 Afsaneh Sharif: :-) 00:51:21 Darlene Aguilar: practice, practice, practice 00:51:25 Scott Johnson: see the relevance and then DO SOMETHING WITH the information 00:51:48 Jennifer Kelley: UDL is equitable andragogy in practice! 00:51:49 Sandra Law: Focusing less on reading and more on learning activities and providing multiple means to demonstrate their knowledge (UDL). Fewer readings and/or micro learning activities. So making it easier to assess where students understanding falters. Fewer high stakes tests and assignments A Beautiful Problem: What percentage of your learners, would you guess, own smartphones? 00:52:18 Dorothy Loftin: 92% 00:52:19 Sandra Law: 80% 00:52:19 Kathy Jensen: 95% 00:52:20 Jessica McKee: 75 percent. 00:52:20 Peter Fay: 79% 00:52:20 Afsaneh Sharif: 92 00:52:21 Bethann Kosiba: 85 00:52:21 Jennifer Rider: 99% 00:52:21 Cory Heidelberger: 100% 00:52:21 Karen Li: 99% 00:52:21 Terry Golightly: 100 00:52:22 Jennifer Albat: 97% 00:52:22 Joy Valerio: 95% 00:52:23 Nikki Schutte: we survey our students and it's 95% 00:52:23 Darlene Aguilar: 99.9% 00:52:23 Valerie Webber: about 90% 00:52:23 Jennifer Levine: 100% 00:52:25 Ann Newland: 85 00:52:25 Angela Jackson: 97% 00:52:26 Sean Holland: 87 00:52:26 Deborah Cooke: 90% 00:52:26 Tianhong Shi: 99% 00:52:27 Nicole Myers: 99 00:52:28 Romona Banks: 95 00:52:28 Melissa Wong: 80 00:52:28 David Shoemaker: 100 00:52:29 Nicole Stovall: 90 00:52:29 myron williams: 95 00:52:29 James Starks: 100% 00:52:29 Kathryn Snow: 99% 00:52:31 Michelle Rogers: 99 00:52:32 Jeremy Sydik: 75 Back-channel conversation and resource sharing 00:53:53 Ann Newland: Accessible design is mobile friendly design 00:54:14 Terry Golightly: but some will use other devices because of their disabilities. Many of them are financed by govt grant 00:54:50 Angela Jackson: We survey our students each semester on their technology access to our online courses. A majority are connecting over wifi hotspots or wireless connected devices. 00:55:27 Robert Voelker-Morris: I agree with a good amount of that, but not sure are smartphones really cheaper than say a Dell laptop? 00:55:35 Sandra Law: Remote or incarcerated students. Canada has big gaps in broadband availability. 00:55:38 Robert Voelker-Morris: plus phone plans 00:55:42 Robert Voelker-Morris: data plans 00:55:55 Quentin Bellard: Chromebooks will lower prices of laptops as well 00:56:01 Robert Voelker-Morris: more have it yes 00:56:06 Robert Voelker-Morris: I agree 00:56:08 Ann Newland: Its a mutiple use tool 00:56:22 Rachel Pearsall: Also, a lot of smartphone users lease them 00:56:27 Jeremy Sydik: The Dell Laptop isn’t as portable and doesn’t (properly) call or text 00:56:33 Erica Getts: I know many people with a smartphone on a pay as you go plan. This is a financial reality for many 00:56:50 Terry Golightly: POUR -- R=Robust. Operable on various devices 00:56:55 Scott Johnson: It costs me over 700 dollars/year for Internet service at home, even if I connect by Chromebook 00:57:02 Karen Schuhle-Williams: Remote/rural students often still do not have the same connectivity. 00:57:22 Jessica McKee: Yep, I agree Karen. 00:57:52 Robert Voelker-Morris: remote are you talking internet connectivity or phone connectivity or both? 00:57:53 Quentin Bellard: Talk to Bb about their terrible mobile apps. 00:57:57 mwmaish: Lack on connectivity is a problem for my students; even providing equipment doesn’t solve it. 00:58:54 Jessica McKee: The nearest coffee shop with Free WiFi is 7 miles from my house. Our local internet provider is horrible and that’s the only option we have, unless you move into the city limits. 01:00:30 AnnMarie Johnson: I love this! It's how I like to teach, but I didn't have a framework for it before. 01:00:59 Rebecca Moulder: Even among populations with access to both smartphones and laptops, many consider opening up a laptop an inconvenience. It they can't do something from their phone, they won't do it. 01:01:28 Sandra Law: There still is resistance to student centred learning. But if you want students to achieve mastery they need to productively fail not catastrophically fail (out of courses, programs). We should want all our students to achieve mastery (and teach to that goal) not just proficiency. The UDL Progression Rubric (Novak & Rodriguez) 01:01:30 Terry Golightly: I love the irony of such documents prepared with poor color contrast 01:02:08 AnnMarie Johnson: http://castpublishing.org/novak-rodriguez-udl-progression-rubric/ 01:02:30 Jennifer Albat: Thanks AnnMarie! Final participant take-aways from the webinar 01:03:49 Deborah Cooke: Instead of talking about ‘accessibility’, simplify it to ‘access’ 01:03:50 Valerie Webber: the plus 1 01:03:53 mwmaish: Remembering to give my students options for how to interact. 01:03:53 Karen Li: Don’t talk udl with administrators 01:03:54 Sandra Law: Importance of communicating value of UDL to those with power so that we get buyin 01:03:55 Afsaneh Sharif: UDL Progression Rubric 01:03:56 Sean Holland: I’m going to dig into the UDL Progression Rubric for ideas. 01:03:57 justi Echeles: the +1 01:03:59 Karen Schuhle-Williams: Facilitating self-directed learners. 01:03:59 Jennifer Levine: The progression rubric 01:04:00 Scott Johnson: will encourage the 'Plus One' 01:04:01 Ann Newland: Use administrator speak 01:04:02 Terry Golightly: contribution to retention 01:04:02 Angela Jackson: Progression rubric 01:04:04 Jennifer Garrett-Ostermiller: Will share the rubric with faculty. 01:04:06 Kendi Judy: +1 and Time Management 01:04:08 Robert Voelker-Morris: I love the three ideas to talk to admin (I still think smartphones are overrated though! ;-) ) 01:04:10 Karen Li: talk in their language 01:04:11 Mary Crowley-Farrell: Frame the discussion in my program as "access," not "accessibility"! 01:04:14 Scott Johnson: Access vs Accessibility 01:04:16 Kevin Scoles: there are ways to describe UDL that will not immediately turn off the listeners 01:04:17 Ann Newland: Reframing “accessibility” to “usability” with top administrators 01:04:17 Tianhong Shi: Retention, satisfaction approach 01:04:24 Sharyn Moore: +1 concept for all aspects of campus life 01:04:25 Melissa Wong: the progression rubric gave me a new way to talk about UDL with students and colleagues - thanks! 01:04:27 Cory Heidelberger: One big takeaway: expand the conversation, access for all, not just minimal legal compliance 01:04:27 Rebecca Moulder: Time Management 01:04:27 Darlene Aguilar: Dont talk about UDL in science or neuroscience terms 01:04:29 myron williams: +1 and measuring progress 01:04:31 Jennifer Albat: Thinking more about mobile learners and not just online students in general. 01:04:31 justi Echeles: When training faculty: emphasize increased student persistence, retention, satisfaction 01:04:31 Kristen Flint: The UDL progression rubric, and ideas for reframing the conversation 01:04:34 Jennifer Levine: surprised that some think that UDL is exclusive to accomadations 01:04:36 Angela Jackson: Talking with our general council 01:04:52 Jessica McKee: +1 01:04:52 AnnMarie Johnson: I need to think about how to apply the UDL framework to the graduate programs I work on that are heavily content based (like nursing--not so much leeway for students, it seems, and accounting, for instance). 01:05:31 Nicole Myers: A way to share UDL with colleagues and adminstrators 01:05:43 Deanna Criddle: Giving options of access to students. Also, thinking about where people (students and administators alike) are coming from in using, designing with, and talking about universal design. 01:05:45 justi Echeles: thank you for the nursing comment. i stress to faculty to never mess with the Learning Objective. 01:05:46 Romona Banks: Inclusivity is key, checking the "temperature" with administrators, staff and students via surveys/regular and consitent collaboration talks/discussions. 01:05:58 Darlene Aguilar: Use different media to communicate the same informtion to start with, like videos, or live demonstrations 01:09:40 Sandra Law: These are also really interesting design problems … so anyone with a problem-solving mindsets should enjoy these challenges Bonus: Learning Styles vs. Learning Preferences 01:16:25 Afsaneh Sharif: Are there any evidence that they don’t exist ? CAST refers to it 01:16:45 justi Echeles: yes. UDL allows inroads for preferences 01:17:21 Sandra Law: https://buildingrti.utexas.org/resource-pages/learning-styles-neuromyth-debunked 01:17:30 Deanna Criddle: Thank you. I have been pushing learning preferences over styles for years. I also think that many tasks have learning preference alignment as well. But, there can still be alternatives because, as a preference, it is not rigid. 01:17:36 Darlene Aguilar: Nice @Sandra 01:18:16 3Play Media: udloncampus.cast.org 01:19:46 Sandra Law: Myth of the average - https://www.youtube.com/watch?v=4eBmyttcfU4 01:19:55 Nikki Schutte: The End of Average by Todd Rose is an eye opening read