{"id":1261,"date":"2022-11-15T14:27:39","date_gmt":"2022-11-15T19:27:39","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/?p=1261"},"modified":"2022-11-18T00:21:11","modified_gmt":"2022-11-18T05:21:11","slug":"theoretical-framework-universal-design-for-learning-udl","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/theoretical-framework-universal-design-for-learning-udl\/","title":{"rendered":"Theoretical Framework: Universal Design for Learning (UDL)"},"content":{"rendered":"[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;section&#8221; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;row&#8221; _builder_version=&#8221;4.16&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;|||&#8221; global_colors_info=&#8221;{}&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text admin_label=&#8221;Text&#8221; _builder_version=&#8221;4.16&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; global_colors_info=&#8221;{}&#8221;]\n<p><span data-preserver-spaces=\"true\" style=\"font-size: 14px\">Organizations invest millions in online workplace training programs to strengthen work performance by teaching employees new skills and processes (Skrzypinski,<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.shrm.org\/resourcesandtools\/hr-topics\/global-hr\/pages\/canada-lifelong-learning-for-workers.aspx\" target=\"_blank\" rel=\"noopener\" style=\"font-size: 14px\"><span data-preserver-spaces=\"true\">\u00a0<span style=\"color: #0c71c3\">2021<\/span><\/span><\/a><span data-preserver-spaces=\"true\" style=\"font-size: 14px\">). 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&#8217;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:<\/span><\/p>\n<p><span data-preserver-spaces=\"true\"><\/span><\/p>\n<ul>\n<li><span data-preserver-spaces=\"true\">What is UDL?\u00a0<\/span><\/li>\n<li><span data-preserver-spaces=\"true\">Where did it come from?<\/span><\/li>\n<li><span data-preserver-spaces=\"true\">Why is it important?<\/span><\/li>\n<\/ul>\n<p><strong>What is UDL?<\/strong><\/p>\n<p><span data-preserver-spaces=\"true\">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 &amp; Childress,\u00a0<\/span><span style=\"color: #0c71c3\"><a class=\"editor-rtfLink\" href=\"https:\/\/www.academia.edu\/810880\/Universal_design_for_culturally_diverse_online_learning\" target=\"_blank\" rel=\"noopener\" style=\"color: #0c71c3\">2006<\/a><\/span><span data-preserver-spaces=\"true\">). As defined by Rose and Meyer (2002), UDL &#8220;guides the development of flexible learning environments that can accommodate individual learning differences&#8221; (as cited in Dwyer-Kuntz,\u00a0<\/span><span style=\"color: #0c71c3\"><a class=\"editor-rtfLink\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" target=\"_blank\" rel=\"noopener\" style=\"color: #0c71c3\">2021<\/a><\/span><span data-preserver-spaces=\"true\">, para 1).<\/span><span data-preserver-spaces=\"true\">\u00a0<\/span><span data-preserver-spaces=\"true\">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, <\/span><span style=\"color: #0c71c3\"><a class=\"editor-rtfLink\" href=\"https:\/\/www.washington.edu\/doit\/universal-design-process-principles-and-applications\" target=\"_blank\" rel=\"noopener\" style=\"color: #0c71c3\">2021<\/a><\/span><span data-preserver-spaces=\"true\">). 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. <\/span><span style=\"font-size: 14px\">\u00a0The three main brain networks involved in the learning process are:\u00a0<\/span><\/p>\n<ul>\n<li><em style=\"font-size: 14px\"><span data-preserver-spaces=\"true\">Affective networks or <\/span><\/em><span data-preserver-spaces=\"true\" style=\"font-size: 14px\"><em>The \u201cWhy\u201d of learning<\/em>: Learners connect the learning experience to feelings and emotions, determining engagement and motivation.<\/span><\/li>\n<li>\n<p><span data-preserver-spaces=\"true\"><\/span><em style=\"font-size: 14px\"><span data-preserver-spaces=\"true\">Recognition networks or<\/span><\/em><span data-preserver-spaces=\"true\" style=\"font-size: 14px\">\u00a0<em>The \u201cWhat\u201d of learning<\/em>: Learners gather facts from the world around them and categorize what they see, hear, and read.<\/span><\/p>\n<\/li>\n<li>\n<p><span data-preserver-spaces=\"true\" style=\"font-size: 14px\"><\/span><em style=\"font-size: 14px\"><span data-preserver-spaces=\"true\">Strategic networks or<\/span><\/em><span data-preserver-spaces=\"true\" style=\"font-size: 14px\">\u00a0<em>The \u201cHow\u201d of learning<\/em>: Learners organize and express their ideas, allowing them to perform tasks related to problem-solving or content production (Mangiatordi &amp; Serenelli, <\/span><span style=\"color: #0c71c3\"><a target=\"_blank\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" class=\"editor-rtfLink\" rel=\"noopener\" style=\"font-size: 14px;color: #0c71c3\">2013<\/a><\/span><span data-preserver-spaces=\"true\" style=\"font-size: 14px\">).<\/span><\/p>\n<\/li>\n<\/ul>\n<p><span data-preserver-spaces=\"true\" style=\"font-size: 14px\"><span data-preserver-spaces=\"true\">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).<\/span><strong><span data-preserver-spaces=\"true\">\u00a0<\/span><\/strong><span data-preserver-spaces=\"true\">The three principles are:<\/span><\/span><\/p>\n<p><span data-preserver-spaces=\"true\" style=\"font-size: 14px\"><\/span><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><em><span data-preserver-spaces=\"true\">Provide Multiple Means of Engagement:<\/span><\/em><span data-preserver-spaces=\"true\">\u00a0Learners vary in how they are engaged or motivated to learn. Providing multiple means of engagement helps stimulate interest and motivation for learning.<\/span><\/li>\n<li><em><span data-preserver-spaces=\"true\">Provide Multiple Means of Representation<\/span><\/em><span data-preserver-spaces=\"true\">: 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.<\/span><\/li>\n<li><em><span data-preserver-spaces=\"true\">Provide Multiple Means of Action and Expression<\/span><\/em><span data-preserver-spaces=\"true\">: 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,\u00a0<\/span><span style=\"color: #0c71c3\"><a target=\"_blank\" href=\"https:\/\/udlguidelines.cast.org\/?utm_source=castsite&amp;lutm_medium=web&amp;utm_campaign=none&amp;utm_content=aboutudl\" class=\"editor-rtfLink\" rel=\"noopener\" style=\"color: #0c71c3\">2018<\/a><\/span><span data-preserver-spaces=\"true\">; Mangiatordi &amp; Serenelli,<span style=\"color: #0c71c3\">\u00a0<\/span><\/span><span style=\"color: #0c71c3\"><a target=\"_blank\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" class=\"editor-rtfLink\" rel=\"noopener\" style=\"color: #0c71c3\">2013<\/a><\/span><span data-preserver-spaces=\"true\">; University of Massachusetts,\u00a0<\/span><span style=\"color: #0c71c3\"><a target=\"_blank\" href=\"https:\/\/www.umassglobal.edu\/news-and-events\/blog\/teachers-guide-to-universal-design-for-learning\" class=\"editor-rtfLink\" rel=\"noopener\" style=\"color: #0c71c3\">n.d<\/a><\/span><span data-preserver-spaces=\"true\"><span style=\"color: #0c71c3\">.<\/span>).<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Figure 1.<\/strong><span style=\"font-weight: 400\"><\/span><\/p>\n<p><em>Principles of Universal Design for Learning (UDL)<\/em><\/p>\n<p><img decoding=\"async\" data-src=\"https:\/\/www.globallearningpartners.com\/wp-content\/uploads\/2022\/07\/UDL-Guidelines-2048x747-1.png\" alt=\"Universal Design for Learning - Acknowledging All Learners - Global  Learning Partners\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" \/><\/p>\n<p>Note: Image taken from CAST (<span style=\"color: #0c71c3\"><a href=\"https:\/\/udlguidelines.cast.org\/?utm_source=castsite&amp;lutm_medium=web&amp;utm_campaign=none&amp;utm_content=aboutudl\" style=\"color: #0c71c3\">2018<\/a><\/span>). Universal Design for Learning guidelines version 2.2. (http:\/\/udlguidelines.cast.org).<\/p>\n<p><span data-preserver-spaces=\"true\"><strong>Where did it come from?<\/strong><\/span><\/p>\n<p><span data-preserver-spaces=\"true\"><span style=\"font-weight: 400\">UDL was originally developed by the Center for Applied Special Technology (CAST) in the late 1980s<\/span><span style=\"font-weight: 400\"> <\/span>(Mangiatordi &amp; Serenelli, <\/span><span style=\"color: #0c71c3\"><a class=\"editor-rtfLink\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" target=\"_blank\" rel=\"noopener\" style=\"color: #0c71c3\">2013<\/a><\/span><span data-preserver-spaces=\"true\">),<\/span><span style=\"font-weight: 400\">\u00a0as<\/span><span style=\"font-weight: 400\"> a<\/span> <span style=\"font-weight: 400\">scientifically valid framework for guiding educational practice <\/span><span style=\"font-weight: 400\">\u201cto improve and optimize teaching and learning for all people based on scientific insights into how humans learn\u201d (CAST, <\/span><span style=\"color: #0c71c3\"><a href=\"http:\/\/udlguidelines.cast.org\" style=\"color: #0c71c3\"><span style=\"font-weight: 400\">2008<\/span><\/a><\/span><span style=\"font-weight: 400\">). <span style=\"font-size: 14px\">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 <span data-preserver-spaces=\"true\">(Mangiatordi &amp; Serenelli, <span style=\"color: #0c71c3\"><a class=\"editor-rtfLink\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" target=\"_blank\" rel=\"noopener\" style=\"color: #0c71c3\">2013<\/a><\/span>)<\/span>. As a result, <\/span><span style=\"font-size: 14px\">many institutions in educational settings, in particular K-12 and, more recently, higher education, have moved to adopt the framework (Rao, <\/span><span style=\"font-size: 14px;color: #0c71c3\"><a href=\"https:\/\/www.researchgate.net\/publication\/353631962_Inclusive_Instructional_Design_Applying_UDL_to_Online_Learning\" style=\"color: #0c71c3\">2021<\/a><\/span><span style=\"font-size: 14px\">).<\/span><\/span><span style=\"font-size: 14px\">\u00a0<\/span><\/p>\n<p><strong><span data-preserver-spaces=\"true\">Why is it important?<\/span><\/strong><\/p>\n<p><span data-preserver-spaces=\"true\">Diversity in the Canadian workplace is growing. Currently, immigration makes up for almost 100% of Canada&#8217;s employment growth, and by 2032, it is forecast to account for 100% of Canada&#8217;s population growth (Aziz, <span style=\"color: #0c71c3\"><a href=\"https:\/\/www.canada.ca\/en\/immigration-refugees-citizenship\/news\/2022\/11\/an-immigration-plan-to-grow-the-economy.html\" style=\"color: #0c71c3\">2022<\/a><\/span>). An increasingly diverse workplace presents instructional designers with unique challenges in designing training programs for employees with various abilities and backgrounds (Bartlett &amp; Ehrlich, <\/span><span style=\"color: #0c71c3\"><a class=\"editor-rtfLink\" href=\"https:\/\/www.ahead.ie\/journal\/How-a-Universal-Design-Mindset-Can-Support-Learning-in-the-Workplace\" target=\"_blank\" rel=\"noopener\" style=\"color: #0c71c3\">2019<\/a><\/span><span data-preserver-spaces=\"true\">). <\/span><span data-preserver-spaces=\"true\">Developing training and programs that promote successful learning will benefit from these principles, because UDL organically addresses learner diversity (Mangiatordi &amp; Serenelli, <span style=\"color: #0c71c3\"><a class=\"editor-rtfLink\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" target=\"_blank\" rel=\"noopener\" style=\"color: #0c71c3\">2013<\/a><\/span>). 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:<\/span><\/p>\n<ul>\n<li><span data-preserver-spaces=\"true\">How might designers use this framework to improve online learning?<\/span><\/li>\n<li><span data-preserver-spaces=\"true\">How might the principles of UDL support more inclusive design practices?\u00a0<\/span><\/li>\n<li><span data-preserver-spaces=\"true\">What might be the challenges of incorporating UDL in the design of online courses and programs?<\/span><\/li>\n<li>How might online course design based on principles of UDL be modified to address the unique needs of culturally and linguistically diverse learner populations?<\/li>\n<\/ul>\n<p>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 <span style=\"font-weight: 400\">(affective networks)<\/span>, representation <span style=\"font-weight: 400\">(recognition networks)<\/span>, and action and expression <span style=\"font-weight: 400\">(strategic networks)<\/span>, because removing barriers and maximizing opportunities for learning benefits us all.<\/p>\n<p><span style=\"color: #363948\"><em><\/em><\/span><\/p>\n<p><span style=\"color: #363948\"><em><\/em><\/span><\/p>\n<p><span style=\"color: #363948\"><em>References<\/em><\/span><\/p>\n<p><span style=\"font-weight: 400;color: #363948\">Aziz, B. (2022). An immigration plan to grow the economy. <em>Immigration, Refugees and Citizenship Canada.<\/em> https:\/\/www.canada.ca\/en\/immigration-refugees-citizenship\/news\/2022\/11\/an-immigration-plan-to-grow-the-economy.html<\/span><\/p>\n<p><span style=\"color: #363948\"><span style=\"font-weight: 400\">Bartlett, M. &amp; Ehrlich, S. (2019). How a Universal Design mindset can support learning in the workplace: A review of inclusive education and employment practices. <\/span><i><span style=\"font-weight: 400\">The AHEAD Journal<\/span><\/i><span style=\"font-weight: 400\">. https:\/\/www.ahead.ie\/journal\/How-a-Universal-Design-Mindset-Can-Support-Learning-in-the-Workplace<\/span><\/span><\/p>\n<p><span style=\"color: #363948\"><span style=\"font-weight: 400\">Burgstahler, S. (2021). Creating inclusive learning opportunities: A universal design toolkit. <\/span><i><span style=\"font-weight: 400\">Harvard Education Press<\/span><\/i><span style=\"font-weight: 400\">, 47\u20138. https:\/\/www.washington.edu\/doit\/universal-design-process-principles-and-applications<\/span><\/span><\/p>\n<p><span style=\"font-weight: 400;color: #363948\">CAST (2018). Universal Design for Learning guidelines version 2.2. Retrieved from http:\/\/udlguidelines.cast.org<\/span><\/p>\n<p><span style=\"font-weight: 400;color: #363948\">Dwyer-Kuntz, T. (2021). UDL in online learning \u2013 One size doesn\u2019t fit all. In <em>Thriving Online: A Guide for Busy Educators: A Guide for Busy Educators<\/em>. Chapter 3. https:\/\/doi.org\/10.51357\/GHKL9022<\/span><\/p>\n<p><span style=\"color: #363948\"><span style=\"font-weight: 400\">Eberle, J. &amp; Childress, M. (2006). Universal design for culturally diverse online learning. In Edmundson, A. Globalized e-Learning Cultural Challenges. <\/span><i><span style=\"font-weight: 400\">Academia<\/span><\/i><span style=\"font-weight: 400\">. <\/span><a style=\"color: #363948\" href=\"https:\/\/www.academia.edu\/810880\/Universal_design_for_culturally_diverse_online_learning\"><span style=\"font-weight: 400\">https:\/\/www.academia.edu\/810880\/Universal_design_for_culturally_diverse_online_learning<\/span><\/a><\/span><\/p>\n<p><span style=\"color: #363948\">Mangiatordi, A. &amp; Serenelli, F. (2013). Universal design for learning: A meta-analytic review of 80 abstracts from peer reviewed journals. <em>Research on Education and Media. 5<\/em>. 109-118. https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals <\/span><\/p>\n<p><span style=\"color: #363948\"><span style=\"font-weight: 400\">Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. <i>The Journal of Applied Instructional Design<\/i>. DOI: <a href=\"http:\/\/dx.doi.org\/10.51869\/jaid2021101\">10.51869\/jaid2021101<\/a><\/span><\/span><\/p>\n<p><span style=\"color: #363948\"><span style=\"font-weight: 400\">University of Massachusetts (n.d.). <em>What is Universal Design for Learning? A guide for teachers<\/em> [Website]. Retrieved from:\u00a0 https:\/\/www.umassglobal.edu\/news-and-events\/blog\/teachers-guide-to-universal-design-for-learning<\/span><\/span><\/p>\n<p><span style=\"color: #363948\">Skrzypinski, K. (2021, March 29). <em>Canadian government endorses lifelong learning for workers<\/em> [Website]. SHRM. Retrieved from: https:\/\/www.shrm.org\/resourcesandtools\/hr-topics\/global-hr\/pages\/canada-lifelong-learning-for-workers.aspx<\/span><\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"<p>Organizations invest millions in online workplace training programs to strengthen work performance by teaching employees new skills and processes (Skrzypinski,\u00a02021). 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 [&hellip;]<\/p>\n","protected":false},"author":199,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"<span data-preserver-spaces=\"true\">Organizations invest millions in online workplace training programs to strengthen work performance by teaching employees new skills and processes (Skrzypinski,<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.shrm.org\/resourcesandtools\/hr-topics\/global-hr\/pages\/canada-lifelong-learning-for-workers.aspx\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">\u00a02021<\/span><\/a><span data-preserver-spaces=\"true\">). 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:<\/span>\r\n<ul>\r\n \t<li><span data-preserver-spaces=\"true\">What is UDL?\u00a0<\/span><\/li>\r\n \t<li><span data-preserver-spaces=\"true\">Where did it come from?<\/span><\/li>\r\n \t<li><span data-preserver-spaces=\"true\">Why is it important?<\/span><\/li>\r\n<\/ul>\r\n<strong><em><span data-preserver-spaces=\"true\">What is UDL?<\/span><\/em><\/strong>\r\n\r\n<span data-preserver-spaces=\"true\">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 &amp; Childress,\u00a0<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.academia.edu\/810880\/Universal_design_for_culturally_diverse_online_learning\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">2006<\/span><\/a><span data-preserver-spaces=\"true\">). 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,\u00a0<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">2021<\/span><\/a><span data-preserver-spaces=\"true\">, para 1). Developing workplace training and programs that promote successful learning will benefit from these principles, because UDL organically addresses learner diversity (Mangiatordi &amp; Serenelli,\u00a0<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">2013<\/span><\/a><span data-preserver-spaces=\"true\">). <\/span><span data-preserver-spaces=\"true\">By acknowledging and celebrating learner diversity, UDL aims to create multiple, personalized pathways for individuals to absorb, process, and make sense of information (Burgstahler,\u00a0<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.washington.edu\/doit\/universal-design-process-principles-and-applications\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">2020<\/span><\/a><span data-preserver-spaces=\"true\">). To address this, the UDL framework, used as part of an instructional design process, recommends designing multiple supports and options for learners in each of the following brain networks:<\/span>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Affective networks: This is the \u201cWHY\u201d of learning. Learners differ in the ways in which they are engaged or motivated to learn. Providing multiple options for engagement can help stimulate interest and motivation for learning.<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Recognition networks: This is the \u201cWHAT\u201d of learning. Learners differ in the ways they perceive and comprehend information presented to them. Presenting information and content in different formats can help individuals make connections within and between concepts.<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Strategic networks: This is the \u201cHOW\u201d of learning. Learners differ in the ways they navigate their learning environments and express what they know. Providing multiple means of action and expression enables everyone to demonstrate their understanding in the most optimal way according to their unique needs (University of Massachusetts, <a href=\"https:\/\/www.umassglobal.edu\/news-and-events\/blog\/teachers-guide-to-universal-design-for-learning\">n.d<\/a>.).<\/span><\/li>\r\n<\/ul>\r\n<img src=\"https:\/\/www.globallearningpartners.com\/wp-content\/uploads\/2022\/07\/UDL-Guidelines-2048x747-1.png\" alt=\"Universal Design for Learning - Acknowledging All Learners - Global  Learning Partners\" \/>\r\n\r\nNote: Graphic taken from CAST (<a href=\"https:\/\/udlguidelines.cast.org\/?utm_source=castsite&amp;lutm_medium=web&amp;utm_campaign=none&amp;utm_content=aboutudl\">2018<\/a>). Universal Design for Learning guidelines version 2.2. (http:\/\/udlguidelines.cast.org).\r\n\r\n<span data-preserver-spaces=\"true\"><strong>Where did it come from?<\/strong><\/span>\r\n\r\n<span data-preserver-spaces=\"true\">The UDL framework is based on scientific knowledge from various fields, including education, cognitive science, psychology, and neuroscience (Mangiatordi &amp; Serenelli,\u00a0<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">2013<\/span><\/a><span data-preserver-spaces=\"true\">). Inspired by the concept of universal design (UD) in architecture, the framework was first developed in the late 1980s by researchers at the Center for Applied Special Technologies (CAST), as a result of three simultaneous shifts: innovations in architectural design, advancements in education technology, and exciting discoveries in brain research (Mangiatordi &amp; Serenelli, <\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">2013<\/span><\/a><span data-preserver-spaces=\"true\">). UDL has steadily entered public consciousness, as many institutions in educational settings, in particular K-12 and, more recently, higher education, have moved to adopt the framework.<\/span>\r\n\r\n<strong><span data-preserver-spaces=\"true\">Why is it important?<\/span><\/strong>\r\n\r\n<span data-preserver-spaces=\"true\">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, <a href=\"https:\/\/www.canada.ca\/en\/immigration-refugees-citizenship\/news\/2022\/11\/an-immigration-plan-to-grow-the-economy.html\">2022<\/a>). An increasingly diverse workplace presents instructional designers with unique challenges in designing training programs for employees with various abilities and backgrounds (Bartlett and Ehrlich, <\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.ahead.ie\/journal\/How-a-Universal-Design-Mindset-Can-Support-Learning-in-the-Workplace\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">2019<\/span><\/a><span data-preserver-spaces=\"true\">). Knowing this, instructional designers need a framework that can help them create more inclusive, flexible training that provides options and supports for all types of learners. For as UDL researchers Bartlett and Ehrlich (<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.ahead.ie\/journal\/How-a-Universal-Design-Mindset-Can-Support-Learning-in-the-Workplace\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">2019<\/span><\/a><span data-preserver-spaces=\"true\">) explain, \"When members of a learning team are supported, the opportunity to improve performance exists.\" (para. 9). 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, I hope to shed more light on this area through my investigation by answering some of the following questions:<\/span>\r\n<ul>\r\n \t<li><span data-preserver-spaces=\"true\">How might the principles of UDL support the design of online courses in the workplace?<\/span><\/li>\r\n \t<li><span data-preserver-spaces=\"true\">How might the principles of UDL support the design of online learning?\u00a0<\/span><\/li>\r\n \t<li><span data-preserver-spaces=\"true\">What might be the challenges of incorporating UDL in the design of online learning?<\/span><\/li>\r\n \t<li>How might online course design based on principles of UDL be modified to address the unique needs of culturally and linguistically diverse learner populations?<\/li>\r\n<\/ul>\r\n<strong>Final thoughts about UDL in the Workplace<\/strong>\r\n\r\n<span data-preserver-spaces=\"true\">Workplace training programs are important to strengthen work performance and help an organization remain competitive for both individual and organizational success (Manuti et al, 2015 as cited in Bartlett and Ehrlich, <\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.ahead.ie\/journal\/How-a-Universal-Design-Mindset-Can-Support-Learning-in-the-Workplace\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">2019<\/span><\/a><span data-preserver-spaces=\"true\">). Applying the UDL framework to workplace learning is necessary to impact all learners in workplace environments. With increases in learner diversity in workplace environments and the sudden shift to remote work due to the COVID-19 crisis, there is a growing need for good online instructional design practices that meet the needs of all learners (Bartlett &amp; Ehrlich, <a href=\"https:\/\/www.ahead.ie\/journal\/How-a-Universal-Design-Mindset-Can-Support-Learning-in-the-Workplace\">2019<\/a>). Now more than ever, learning experiences that take place in workplace environments need designers who can purposefully and proactively design with all learners in mind. For, removing barriers and maximizing opportunities for learning benefits us all.<\/span>\r\n\r\n<span style=\"color: #808080\"><em>References<\/em><\/span>\r\n\r\n<span style=\"font-weight: 400;color: #808080\">Aziz, B. (2022). An immigration plan to grow the economy. <em>Immigration, Refugees and Citizenship Canada.<\/em> https:\/\/www.canada.ca\/en\/immigration-refugees-citizenship\/news\/2022\/11\/an-immigration-plan-to-grow-the-economy.html<\/span>\r\n\r\n<span style=\"color: #808080\"><span style=\"font-weight: 400\">Bartlett, M. &amp; Ehrlich, S. (2019). How a Universal Design mindset can support learning in the workplace: A review of Inclusive education and employment practices. <\/span><i><span style=\"font-weight: 400\">The AHEAD Journal<\/span><\/i><span style=\"font-weight: 400\">. https:\/\/www.ahead.ie\/journal\/How-a-Universal-Design-Mindset-Can-Support-Learning-in-the-Workplace<\/span><\/span>\r\n\r\n<span style=\"color: #808080\"><span style=\"font-weight: 400\">Burgstahler, S. (2020). Creating inclusive learning opportunities: A universal design toolkit. <\/span><i><span style=\"font-weight: 400\">Harvard Education Press<\/span><\/i><span style=\"font-weight: 400\">, 47\u20138. https:\/\/www.washington.edu\/doit\/universal-design-process-principles-and-applications<\/span><\/span>\r\n\r\n<span style=\"font-weight: 400;color: #808080\">CAST (2018). Universal Design for Learning guidelines version 2.2. Retrieved from http:\/\/udlguidelines.cast.org<\/span>\r\n\r\n<span style=\"font-weight: 400;color: #808080\">Dwyer-Kuntz, T. (2021). UDL in online learning \u2013 One size doesn\u2019t fit all. In <em>Thriving Online: A Guide for Busy Educators: A Guide for Busy Educators<\/em>. Chapter 3. https:\/\/doi.org\/10.51357\/GHKL9022<\/span>\r\n\r\n<span style=\"color: #808080\"><span style=\"font-weight: 400\">Eberle, J. &amp; Childress, M. (2006). Universal design for culturally diverse online learning. In Edmundson, A. Globalized e-Learning Cultural Challenges. <\/span><i><span style=\"font-weight: 400\">Academia<\/span><\/i><span style=\"font-weight: 400\">. <\/span><a style=\"color: #808080\" href=\"https:\/\/www.academia.edu\/810880\/Universal_design_for_culturally_diverse_online_learning\"><span style=\"font-weight: 400\">https:\/\/www.academia.edu\/810880\/Universal_design_for_culturally_diverse_online_learning<\/span><\/a><\/span>\r\n\r\n<span style=\"color: #808080\">Mangiatordi, A. &amp; Serenelli, F. (2013). Universal design for learning: A meta-analytic review of 80 abstracts from peer reviewed journals. <em>Research on Education and Media. 5<\/em>. 109-118. https:\/\/www.researchgate.net\/publication\/265239094_Universal_design_for_learning_A_meta-analytic_review_of_80_abstracts_from_peer_reviewed_journals <\/span>\r\n\r\n<span style=\"color: #808080\"><span style=\"font-weight: 400\">University of Massachusetts (n.d.). <em>What is Universal Design for Learning? A guide for teachers<\/em> [Website]. Retrieved from:\u00a0 https:\/\/www.umassglobal.edu\/news-and-events\/blog\/teachers-guide-to-universal-design-for-learning<\/span><\/span>\r\n\r\n<span style=\"color: #808080\">Skrzypinski, K. (2021, March 29). <em>Canadian government endorses lifelong learning for workers<\/em> [Website]. SHRM. Retrieved from: https:\/\/www.shrm.org\/resourcesandtools\/hr-topics\/global-hr\/pages\/canada-lifelong-learning-for-workers.aspx<\/span>","_et_gb_content_width":"","footnotes":""},"categories":[12],"tags":[115,114],"class_list":["post-1261","post","type-post","status-publish","format-standard","hentry","category-lrnt622","tag-theoretical-framework","tag-universal-design-for-learning"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts\/1261","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/users\/199"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/comments?post=1261"}],"version-history":[{"count":23,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts\/1261\/revisions"}],"predecessor-version":[{"id":1303,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts\/1261\/revisions\/1303"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/media?parent=1261"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/categories?post=1261"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/tags?post=1261"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}