Organizations invest millions in online workplace training programs to strengthen work performance by teaching employees new skills and processes (Skrzypinski, 2021). Online training provides employees with a convenient way to obtain the knowledge and skills they need to be successful at their job. However, designing online training that adheres to company standards while also being inclusive and engaging for every learner can be overwhelming for designers in today’s diverse workplace. Incorporating the Universal Design for Learning (UDL) theoretical framework into these environments might be the best solution to address issues related to learner diversity. But what is UDL, and how might instructional designers apply its principles to maximize the learning potential of all employees? The purpose of this post is to briefly discuss the framework for applying UDL in workplace learning by covering the following:

• What is UDL? 
• Where did it come from?
• Why is it important?

What is UDL?

Universal Design for Learning (UDL) is a research-based set of principles that together form a valuable framework for using technology to reduce barriers and maximize learning for all (Eberle & Childress, 2006). As defined by Rose and Meyer (2002), UDL “guides the development of flexible learning environments that can accommodate individual learning differences” (as cited in Dwyer-Kuntz, 2021, para 1). By acknowledging and supporting learner diversity, UDL strives to produce numerous, personalized ways in which individuals can absorb, process, and make sense of information (Burgstahler, 2021). UDL places strong emphasis on the natural and organic processes of how individuals learn, and how designers can use that process to design learning that works with the brain and not against it.  The three main brain networks involved in the learning process are: 

• Affective networks or The “Why” of learning: Learners connect the learning experience to feelings and emotions, determining engagement and motivation.

• Recognition networks or The “What” of learning: Learners gather facts from the world around them and categorize what they see, hear, and read.

• Strategic networks or The “How” of learning: Learners organize and express their ideas, allowing them to perform tasks related to problem-solving or content production (Mangiatordi & Serenelli, 2013).

The primary objective of the UDL framework is to help designers become aware of and design for the differences that characterize every learner. To achieve this aim, the UDL framework, used as part of an instructional design process, recommends designing flexible educational materials and activities that provide alternatives for learners according to three principles derived from the functions of the three networks listed above (see Figure 1). The three principles are:

• • Provide Multiple Means of Engagement: Learners vary in how they are engaged or motivated to learn. Providing multiple means of engagement helps stimulate interest and motivation for learning.
  • Provide Multiple Means of Representation: Learners vary in how they perceive and comprehend information. Providing multiple means of representation presents information and content in different formats, which helps individuals make connections between concepts.
  • Provide Multiple Means of Action and Expression: Learners vary in how they navigate their learning environments and express what they know. Providing multiple means of action and expression offers individuals the freedom to express their understanding appropriately according to their needs (CAST, 2018; Mangiatordi & Serenelli, 2013; University of Massachusetts, n.d.).

Figure 1.

Principles of Universal Design for Learning (UDL)

Note: Image taken from CAST (2018). Universal Design for Learning guidelines version 2.2. (http://udlguidelines.cast.org).

Where did it come from?

UDL was originally developed by the Center for Applied Special Technology (CAST) in the late 1980s (Mangiatordi & Serenelli, 2013), as a scientifically valid framework for guiding educational practice “to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST, 2008). Since then, it has become a key part of the solution to make education in various contexts (especially where technology-based learning is involved) more accessible to all (Mangiatordi & Serenelli, 2013). As a result, many institutions in educational settings, in particular K-12 and, more recently, higher education, have moved to adopt the framework (Rao, 2021). 

Why is it important?

Diversity in the Canadian workplace is growing. Currently, immigration makes up for almost 100% of Canada’s employment growth, and by 2032, it is forecast to account for 100% of Canada’s population growth (Aziz, 2022). An increasingly diverse workplace presents instructional designers with unique challenges in designing training programs for employees with various abilities and backgrounds (Bartlett & Ehrlich, 2019). Developing training and programs that promote successful learning will benefit from these principles, because UDL organically addresses learner diversity (Mangiatordi & Serenelli, 2013). However, our current understanding of UDL and workplace learning is limited by the tendency to conduct research based on UDL for K-12 or higher educational environments. Given this, my research aims to shed more light on this topic by exploring the following questions in a workplace context:

• How might designers use this framework to improve online learning?
• How might the principles of UDL support more inclusive design practices? 
• What might be the challenges of incorporating UDL in the design of online courses and programs?
• How might online course design based on principles of UDL be modified to address the unique needs of culturally and linguistically diverse learner populations?

In summary, applying the UDL framework to workplace learning is vital to impact all learners in workplace environments. With increases in diversity, learning experiences that take place in workplace environments need more designers who can proactively design flexible and inclusive training and programs that provide individuals with multiple means of engagement (affective networks), representation (recognition networks), and action and expression (strategic networks), because removing barriers and maximizing opportunities for learning benefits us all.

References

Aziz, B. (2022). An immigration plan to grow the economy. Immigration, Refugees and Citizenship Canada. https://www.canada.ca/en/immigration-refugees-citizenship/news/2022/11/an-immigration-plan-to-grow-the-economy.html

Bartlett, M. & Ehrlich, S. (2019). How a Universal Design mindset can support learning in the workplace: A review of inclusive education and employment practices. The AHEAD Journal. https://www.ahead.ie/journal/How-a-Universal-Design-Mindset-Can-Support-Learning-in-the-Workplace

Burgstahler, S. (2021). Creating inclusive learning opportunities: A universal design toolkit. Harvard Education Press, 47–8. https://www.washington.edu/doit/universal-design-process-principles-and-applications

CAST (2018). Universal Design for Learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Dwyer-Kuntz, T. (2021). UDL in online learning – One size doesn’t fit all. In Thriving Online: A Guide for Busy Educators: A Guide for Busy Educators. Chapter 3. https://doi.org/10.51357/GHKL9022

Eberle, J. & Childress, M. (2006). Universal design for culturally diverse online learning. In Edmundson, A. Globalized e-Learning Cultural Challenges. Academia. https://www.academia.edu/810880/Universal_design_for_culturally_diverse_online_learning

Mangiatordi, A. & Serenelli, F. (2013). Universal design for learning: A meta-analytic review of 80 abstracts from peer reviewed journals. Research on Education and Media. 5. 109-118. https://www.researchgate.net/publication/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals

Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. The Journal of Applied Instructional Design. DOI: 10.51869/jaid2021101

University of Massachusetts (n.d.). What is Universal Design for Learning? A guide for teachers [Website]. Retrieved from:  https://www.umassglobal.edu/news-and-events/blog/teachers-guide-to-universal-design-for-learning

Skrzypinski, K. (2021, March 29). Canadian government endorses lifelong learning for workers [Website]. SHRM. Retrieved from: https://www.shrm.org/resourcesandtools/hr-topics/global-hr/pages/canada-lifelong-learning-for-workers.aspx