Universal Design for Learning

 Welcome Back!  This week we'll be discussing the Universal Design For Learning (UDL) framework and how it impacts the design of my lesson plan and the digital use divide.  The article I chose to read is: 

 Vasinda, S. and Pilgrim, J. (2021). Technology supports in the UDL framework: Removable scaffolds or permanent new literacies? Reading Research Quarterly, 58(1), 44 - 58.

According to Vasinda and Pilgrim, UDL was developed to provide better quality instruction to learners with varying abilities and literacies. There are several ways for learners to access information and demonstrate understanding. Traditionally, the term "scaffolding" has been used to describe the framework used to give learners access to information. However, the authors argue that integrating technology into the classroom is not scaffolding; rather it is a new literacy option.

During the civil rights movement, architects were inspired to provide universal access to public buildings for those with disabilities. The education community responded by attempting to do the same: provide universal access to learning. This eventually became UDL. Scaffolds were created to address different disabilities, languages, and learning styles in learners. One of the components of the scaffolding was that it addresses multiliteracies, meaning visual and audio communications, in addition to traditional reading and lecture. Vasinda and Pilgrim argue that unlike scaffolds, which are temporary in nature and can be applied, or not, by any given instructor. Digital technology, however is always available and therefore it's application in learning differs from scaffolding.

This ever-present technology has resulted in new literacies. That is, digital tools have dramatically changed the way people communicate. Think of two friends sharing memes back and forth. Nothing is spoken or typed, yet they can have a complete conversation. Vasinda and Pilgrim advocate for considering these new literacies in teaching, while at the same time, working to ensure universal access to the digital tools available.

The lesson plan that I'm working on, an intro to Shakespeare's works currently just uses the internet for research. Because of what I learned in this article, I realized having the students create something that addresses multiliteracies could be a much more effective method. What would a meme in Shakespeare's time look like? Can you find any gifs that represent a theme in one of Shakespeare's works? Interesting things to consider.

When looking at the CAST UDL guidelines, I definitely think the ideas I had above for a new lesson are supported by Consideration 7.3: Nurture Joy and Play. Let's face it, it would simply be fun to scour the internet for memes and gifs. Many learners are doing it anyway outside of the classroom, so it makes sense to bring it in. The lesson ideas are also supported by Consideration 5.1: Use Multiple Media for Communication. Rather than have the students write a paper, they could present their digital finds directly to their peers.

Implementing UDL would be an excellent way to bridge the digital divide. Fundamental to UDL is equity of access. This goes all the way back to it's inspiration: the civil rights movement. By ensuring that learners have permanent access to the digital tools necessary to communicate in multiliteracies, UDL is a concrete step in bridging the digital divide.