21st century learning pedagogy is being re-evaluated in all avenues as we are consistently bombarded with new educational applications and digital resources. The effect of digital learning technology on children growing up in the digital age is having an unclear impact on their learning (Gordon, 2000). As online learning becomes more prevalent, an evaluation of how this learning is designed and delivered is important to make sure quality learning is happening online in the same way that it has traditionally happened in brick and mortar classrooms. Massive Open Online Courses (MOOCs) have brought higher learning to the masses, restricted, in theory, only by access to a stable internet connection. With the rise of MOOCs comes many questions. Once viewed as a great education equalizer, new research now calls this into question, with MOOCs not reaching the audience that were once seen as a key advantage to the platform. With current demographics of these courses looking not too dissimilar to the typical university student (Hansen & Reich, 2015), their universal reach and equitability is called into question. Beyond this, my chief curiosity lies with the design of courses for maximum educational impact that addresses the diverse needs of modern learners through universal design for learning(UDL) approaches. Continue reading UDL and the MOOC Platform: Does it Exist?