Codesigning learning environments guided by the framework of Universal Design for Learning: a case study

Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all students. The implementation of UDL often requires proactive considerations of learner variability and iterative instructional designs tha...

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Bibliographic Details
Published in:Learning environments research 2022-07, Vol.25 (2), p.379-397
Main Authors: Zhang, Ling, Jackson, Haidee A., Yang, Sohyun, Basham, James D., Williams, Cassandra H., Carter, Richard Allen
Format: Article
Language:English
Subjects:
Access to Education
Case Studies
Education
Educational Environment
Educational Practices
Educational Technology
Elementary School Students
Elementary School Teachers
Inclusion
Instructional Design
Instructional Improvement
Learner Engagement
Learning
Learning and Instruction
Mixed methods research
Original Paper
Positive Attitudes
Sociology of Education
Student Needs
Student participation
Teacher Attitudes
Universal design
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Summary:Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all students. The implementation of UDL often requires proactive considerations of learner variability and iterative instructional designs that meet emergent student needs in a learning environment. This article focuses on a case study with a concurrent mixed-methods design that explored how a codesign process involving researchers, an educator, and students evolved to facilitate the implementation of UDL in an elementary classroom. An elementary educator and 25 students participated in the study. Quantitative and qualitative data collected from observations, interviews, and repeated measurements of student engagement were analyzed to track changes in the educator’s instructional designs, attitudes toward UDL implementation, and student engagement. We identified an improvement in the educator’s UDL-aligned instructional practices and positive attitudes toward using student perception data to inform instructional improvement through the codesign process. Opportunities and challenges with respect to the UDL implementation were discussed.
ISSN:1387-1579
1573-1855
DOI:10.1007/s10984-021-09364-z