可访问性和通用学习设计
Both Digital 可访问性和通用学习设计 (UDL) focus on inclusive educational practices. Ensuring all students (including those with disabilities) have access to content, while providing multiple options to acquire information are key to student success.
根据 2008年高等教育机会法案 (HEOA) UDL:
- 在信息的呈现方式上提供灵活性, 在学生回应或展示知识和技能的方式上, 和 in the ways students are engaged; 和
- 减少教学障碍, 提供适当的住宿, 支持, 和挑战, 并保持对所有学生的高成就期望, including students with disabilities 和 students who are limited English proficient.
使用黑板上的盟友和Panopto的数字可访问性
为教师提供数字访问和UDL支持, GVSU实施了以下企业解决方案:
为什么我们需要学习的可访问性和通用设计
It is excellent that Ally helps to meet the needs of our ADA population but the whole of the campus benefits from the added presentation modes. Ally解决了学习方式和环境问题. 学生们现在可以在公交车上或在校园里散步时听论文. Some students benefit by observing the printed words while visually following the paper.
-电子学习和教学技术专家Sherry Barricklow
3 UDL的组成
多种表示方法
“学习的意义”
Providing multiple methods to acquire knowledge gives learners the opportunity to learn in different ways. 要做到这一点，教师必须...
多种行动和表达方式
《博天堂官方》
学习者表达知识的最佳方式往往不同. To provide learners with alternatives to express their underst和ing, instructors can...
学生参与的多种方式
“为什么要学习”
这个部分利用了学生的参与度. Best practices for student engagement can be as diverse as our students are. 为了提高学生的参与度，教师可以这样做...
关键细节
提供感知选项
- 提供自定义信息显示的方法.
- 更改文本或图像大小的能力
- 音量调整选项
- 能够调整音频或视频内容的速度
- 访问调整布局或其他视觉元素
- 为听觉信息提供替代方案
- 为播客提供笔记或抄本
- 提供图表、图形和图像等视觉元素
- 提供视觉信息的替代方案
- 为视频提供脚本或封闭字幕
- 替代文本 到图形、图像和动画
- 提供 physical objects 和 spatial models to convey perspective or interaction
Professor Mike Ricco utilizes one of Gr和 Valley's lightboards to present video with writing.
提供语言、数学表达式和符号选项
提供理解选项
- Maximize Transfer of knowledge 和 generalization to new contexts 和 concepts
- 提供组织知识的机会
- 提供机会重温关键思想和思想之间的联系
- Use familiar concepts 和 ideas when introducing new ideas like using metaphor 和 analogy
- 激活或提供背景知识
- 在讨论概念和想法时利用跨课程联系
- 使用高级组织者
- 指导将信息加工成可应用的知识
- 将信息分成更小、更容易消化的部分
- 提供 multiple ways to approach ideas like looking at particular concepts through artistic expression or film
- 为知识建模提供互动机会
提供物理行动的选项
It's important to provide media that all learners has success at interacting with
- 利用工具和辅助技术
- 提供 keyboard comm和s as well as mouse clicks when giving instructions that use computers
- 使用键盘软件
- 利用备选方案进行导航和响应
- 提供 alternatives to st和ard response methods like paper 和 pencil as well as typed or mouse controlled answers
- 提供与物理材料相互作用的替代方案
提供表达和交流的选项
All learners differ as to what means of expression they are best suited for. 一些人擅长写作，而另一些人擅长在镜头前. Providing these options allows learners to express their knowledge with much greater ease.
- Build fluency with graduated levels of support for practice 和 performance
- 提供 multiple solutions to problems 和 models to emulate those solutions
- 模型微分反馈
- Tap into other mentors who may give different kinds of 反馈 or motivation
- 练习多媒体交流
- 利用 多种(当代)工具 用于建设和消费
- Offer virtual or concrete mathematical manipulatives like mathematical blocks
- 提供文本转语音和语音转文本听写软件
- 使用概念映射工具
- 为视频添加字幕
提供执行功能的选项
- 指导适当的目标设定
- 提供目标设定过程和结果的多个例子
- 提供指南和清单
- 明确你的目标和时间表
- 支持目标的战略制定
- 提供 project guides to break larger goals into smaller, more digestible, goals
- 提供 times to show 和 explain work in progress throughout the entire process
- 利用 planning checklists as well as process templates to provide clear direction 和 the opportunity to schedule steps accordingly
- 通过以下方式提高监控学员和项目进度的能力
- 问问题引导思考
- Showing representations of progress like before-和-after photos or a process portfolio
- Providing different models of self-assessment strategies like video reviews or peer-reviewed 反馈
提供招聘兴趣的选择
Leveraging the opportunities to take knowledge 和 engage it with a learner's interests galvanizes the knowledge accessibility within the learner.
- 优化个人选择和学习者自主权
- 提供 learners the autonomy in choosing a given medium to present work, 用于收集信息或生产的工具, 在一个较大的项目中完成任务的时间安排
- Involve learners in the process of classroom activity design as well as in their own academic goals
- 减少威胁和干扰
- Foster an accepting 和 supportive environment in the classroom 和 on campus
- 注意感官刺激的水平, like background noise or visual stimulants that don't become overwhelming
- 优化学习者的相关性和价值
- Vary activities 和 sources of information to personalize content as well as create more socially 和 culturally relevant material
- Tasks should engage learners with active participation along with exploration of topics 和 ideas
- Include activities that encourage the use of imagination to solve problems
提供持续努力的选择
- 促进合作和沟通
- 为团队工作制定明确的期望和规范，包括目标, 学习者的角色, 以及这些角色的责任
- 问学生成功是什么样子的, 怎样才能成为一名优秀的学生/教员, 我们为什么要报道这些内容
- 鼓励同伴之间的支持, 反馈, 和互动(添加一周开始或周中鼓励信息)
- 建立有共同兴趣或目标的学习者社区
- 改变需求和资源以优化挑战
- Put emphasis on process, effort 和 improvement in meeting certain st和ards
- 提供所使用工具的替代方案
- 在核心活动中，区分任务的难易程度
- 提供掌握型反馈
- 提供频繁和及时的具体反馈
- 提供 反馈 that encourages self-awareness 和 efficacy as well as encourages perseverance: "kudos", 干得好!，“你能行”，“干得好”等等.
- Identify patterns of error in learners 和 adjust strategy to address those patterns
- 分享成功的策略
提供自我监管的选择
- 促进期望和行为，优化动机
- 支持促进目标设定和自我调节的活动
- 提供 models that promote the process of personally appropriate goals that factor strengths 和 weaknesses of the learner
- 促进支持自我反思的活动
- Foster 和 facilitate learners personal coping skills by providing a variety of models for dealing with 和 managing...
- 挫折
- 支持处理情绪
- 内部应对技巧
- 自我评估和个人反思发展
- Offer devices 和 aids in monitoring personal behavior in an effort to change those behaviors
- 利用 activities that foster an underst和ing of progress that suits their learning styles like charts, 时间线, 和反馈
UDL概览