Climbing the UDL Ladder: Building a Culture
Friday25thOctober2024
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Ann Marie Casserly, Lecturer in Special & Inclusive Education & Researcher in CSENID, ATU St Angelas
Mary Malone, Assistant Lecturer, ATU ; Caroline Mullan, Assistant Lecturer, ATU ; Fionnuala Farrell, Lecturer, ATU & Yvonne Sarsfield, Instructional Designer, ATU
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Siobhán Nolan & Léan Lynch, Active Inclusion Support Service, Cork ETB 10 Margaret McLoone, Programme Chair & Lecturer in Health Promotion, ATU 12 Yvonne Sarsfield, Instructional Designer, ATU 14
Azura Youell, Programme Director Health Science Programmes, ATU & Margaret McLoone, Programme Chair in Health Promotion, ATU
16 Kate Molloy, Instructional Designer, ATU & Dr Daniel Savery Widening Participation Officer, University of Galway
18 Nick O’Sullivan, Librarian, ATU St Angelas
20 Kathryn Briggs, Systems Librarian, ATU 22 Patricia Henry, Teaching & Learning Support Officer, ATU 24 Joann Power, Apprenticeship Coordinator, Waterford & Wexford ETB
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Maureen Haran, Lecturer, UDL Centre of Excellence Lead, ATU & Dara Ryder, CEO, Ahead
– 36 NTUTORR Sponsored Poster Presentations from the Masters in Assessment, Learning & Teaching, ATU
Welcome Message
Welcome to our 4th Annual Universal Design for Learning Conference!
Our theme, “Practical Approaches to Embedding UDL in Tertiary Education,” is all about providing actionable strategies for integrating UDL principles into your teaching and learning environments
Through these poster presentations, we hope to inspire you with realworld examples and practical approaches that can be implemented in your own classrooms and institutions, helping to make inclusive education a reality for all. Contact details are included with each poster, so feel free to reach out if you would like to know more or continue the conversation.
Author: Dr Ann Marie Casserly, Lecturer in Special & Inclusive Education and Researcher in CSENID, School of Education, ATU St Angelas
Contact Details: annmarie.casserly@atu.ie
Title of Poster: Back to Basics: Pragmatic UDL principle Led Design in Lesson Delivery
Abstract:
This Poster Presentation has its origin in completing the UDL Digital Badge. My motivation for completing the badge was to think more about the learning environment and the process of learning for students rather than the over emphasises on lecture content I felt there was more I could do to engage students and inspire their interest in learning. I wanted to employ flexible strategies to teaching and learning underpinned by the UDL Framework, using concrete and practical approaches to motivate and engage students in my class, giving them options and choices for how they learn. Using the UDL principles of representation, expression, and engagement, I went back to basics I redesigned a lecture making it more student friendly and accessible supporting a broad diversity of learners I did this through straightforward steps, for example reducing lecturer talk, employing active learning methods, encouraging collaboration between students, offering choice and autonomy regarding learning activities, reformatting lecture notes, etc. Initial feedback is very positive with responses affirming increased student motivation, interest, accessible learning, and engagement
Author: Mary Malone,
Assistant Lecturer; Caroline Mullan, Assistant Lecturer; Fionnuala Farrell, Lecturer, Engineering department ATU
Sligo
& Yvonne Sarsfield, Instructional Designer, Advance Centre, ATU
Contact Details: Mary.Malone@atu.ie; Caroline.Mullan@atu.ie; Fionnuala.Farrell@atu.ie; Yvonne.Sarsfield@atu.ie
Title of Poster: Empowering Learning Journeys: Investigating the influence of scenario-based learning on students' understanding and skill development.
Abstract:
In this collaborative project, stakeholders came together to design and implement a scenario-based learning experience aimed at enhancing student engagement and understanding of the problem-solving technique known as the 5 Whys. This scenario-based approach aimed to replicate real-world job experiences, providing students with an interactive learning environment enriched with comprehensive feedback. Students were immersed in a scenario and provided with authentic data and clues essential for applying the 5 Whys methodology to solve a given problem Through trial and error, students received feedback on their approaches, enabling them to refine their problem-solving skills iteratively. Preliminary findings indicate that scenario-based learning improves students' proficiency in applying the 5 Whys and fosters the development of their problem-solving and analytical capabilities. Moreover, students exhibited heightened engagement with this immersive learning approach, recognising its alignment with real industrial applications This engaging activity provides opportunities to optimise relevance, value, and authenticity, aligning with UDL Checkpoint 7.2. This project underscores the practical application of embedding Universal Design for Learning (UDL) principles in tertiary education, demonstrating how scenario-based learning can effectively bridge theoretical concepts with real-world scenarios to enhance student learning outcomes
Author: Ms Siobhán Nolan & Léan Lynch, Active Inclusion Support Service, Cork ETB
Contact Details: siobhan nolan@corketb ie; lean lynch@corketb ie
Title of Poster: Let's talk about student engagement and why it matters/Student engagement, why it matters?
Abstract:
In tertiary education, student engagement is critical for fostering deep learning, promoting academic success, and preparing students for future endeavors. Universal Design for Learning (UDL) offers a framework that promotes inclusive teaching practices and enhances student engagement by accommodating diverse learning styles, preferences, and abilities.
At the heart of UDL is the recognition that students come to the tertiary classroom with varied backgrounds, experiences, and learning needs By providing multiple means of representation, UDL ensures that course content is accessible to all students, regardless of their learning styles or challenges.
UDL also emphasises the importance of providing multiple means of action and expression, allowing students to demonstrate their understanding and mastery of course content in ways that align with their strengths and preferences
Moreover, UDL promotes a supportive and inclusive learning environment where students feel valued, respected, and empowered to take ownership of their learning. By fostering collaboration, peer interaction, and community building, educators create opportunities for students to engage with their peers, share ideas, and learn from one another
In essence, UDL in tertiary education promotes student engagement by recognising and honoring the diverse needs and strengths of all learners, ultimately empowering them to become active, self-directed learners who are prepared to thrive in an ever-changing world. Through thoughtful implementation of UDL principles, educators can create dynamic and inclusive learning experiences that promote deep engagement, meaningful learning, and academic success for all students.
Author: Ms Margaret McLoone, Programme Chair & Lecturer in Health Promotion, ATU
Contact Details: margaret.mcloone@atu.ie
Title of Poster: Student Critical Self-Reflection Educators might like the idea but what do our students really think?
Abstract:
This research explored what consenting final year BSc Public Health & Health Promotion students’ views were in relation to critical self-reflection (CSR) of their assessed facilitated brief intervention workshops When entering university, one of the most important challenges that students face is the fact that they have moved away from instructor-based learning to a more selfdirected, independent learning style. Formally and regularly identifying learning deficits, students may become more capable of addressing them and thus improve their academic and professional performance.
Students conducted assessed topic-based health promotion brief intervention workshops for a final year module entitled ‘Topics in Health Promotion’ Consenting students’ views on participation in critical selfreflections post assessment was evaluated. Critical self-reflection (CSR) refers to the process of questioning one's own assumption, presuppositions, and meaning perspectives. Student views were gathering using the ‘Mentimeter’ app allowing for student anonymity All responses were transcribed verbatim, and analysis was conducted using Braun & Clarkes’ Six Step Thematic Analysis Framework.
Findings/Results: Overall 89.5% of the students found CSR useful. Thematic analysis of students’ perception of CSR was also examined and resulted in two core themes emerging; ‘time to reflect’ and ‘enhanced learning’ “Yes, it was good to reflect because it can feel very rushed in the moment, and you forget how it went so it was good to have the time to reflect and remember…. “The power and importance of metacognitive thinking as developed by CSR cannot be underestimated as learning begins with metacognition, knowing one’s own thoughts and reflection, which allows the individual to identify factors that influence one’s own thinking. The future of health promotion delivery will inevitably involve CSR of ones’ competencies and facilitatory performances – being able to self-appraise oneself critically and constructively takes time but ultimately is a rewarding and positive part of becoming the ‘best’ practitioner one can be.
Author: Ms. Yvonne Sarsfield, Instructional Designer, ATU
Contact Details: yvonne.sarsfield@atu.ie
Title of Poster: Putting Theory into Practice: Using Virtual Reality to Combat Public Speaking Anxiety in Higher Education
Abstract:
This presentation conceptualises the use of virtual reality (VR) in higher education consistent with UDL principles The focus is on the effective use of VR to help reduce anxiety and nervousness in students preparing for presentations/public speaking activities.
Public speaking is a crucial skill that students must develop for academic and professional success. However, many students experience worries and nervousness which can negatively affect their performance. VR provides a safe environment where students can practice their skills and gradually adapt to overcome apprehension and discomfort
This presentation delves into the innovative application of the ‘Virtual Speech’ platform, a virtual reality (VR) simulation platform that allows users the opportunity to enter a safe environment to practice public speaking/presenting. This can be a valuable tool to address public speaking anxiety among students during assessment situations. The platform provides diverse engagement opportunities through interactive features such as audience interaction, real-time feedback, and gamified challenges. Self-paced training courses designed to improve skills most effectively are also included. These elements can enhance student engagement and motivation, fostering a positive learning experience. Through features like speech analysis, body language feedback, and scenario customisation, students can tailor their practice sessions to address specific areas of improvement using their own uploaded PowerPoint presentation, if required.
Our presentation aims to empower educators to create inclusive learning environments. Through the integration of VR technology, educators can offer engaging and effective public speaking/presentation practice that addresses the diverse needs of students, ultimately advancing the goals of UDL and promoting student success
Author: Ms. Azura
Youell & Ms Margaret McLoone, Programme Director Health Science Programmes and Programme Chair in Health Promotion, ATU
Contact Details: azura.youell@atu.ie & margaret.mcloone@atu.ie
Title of Poster: “Seeing students who were once in our shoes” Undergraduate Students’ experiences of engaging in a Career Showcase
Abstract:
Introduction and Background
A key pillar of UDL centres around ‘engagement’, striving towards students who are purposely motivated throughout their course of study. Broad-based degree programmes while offering a range of job prospects for graduates can also become overwhelming for students in terms of anticipated career paths Researchers and academics increasingly appreciate the need for effective sharing of knowledge between the graduate and worker employability streams. Bearing this in mind, the programme boards of the health sciences programmes developed and presented a ‘Heath Career Showcase’ for all UG students within the Department of Health & Nutritional Sciences during the academic year.
Methods
This research aims to give an overview of students’ perceptions of the event by means of an online survey completed afterwards. A thematic analysis of the data was conducted.
Findings
Following thematic analysis the students’ (n=67) key learning from the ‘Career Showcase’ aligned into four key theme areas:
1. Hearing ‘first-hand’ the personal journeys of our graduates
2. The diversity of career pathways from their courses in ATU
3 Delving into the specific details of jobs ‘ on the ground’
4. The importance of volunteering
Discussion and Conclusion
As undergraduates progress, they feel more employable from a personal perspective, but less employable from a market perspective due to competition for graduate jobs. The importance of a stronger focus on developing inclusive practical career focussed experiences during higher education studies is crucial thus exposing them to ‘real-life’ competencies that make them workplace ready
Author: Ms Kate Molloy, Instructional Designer, ATU & Dr Daniel Savery, Widening Participation Officer, University of Galway
Contact Details: kate.molloy@atu.ie
Title of Poster: UDL: From Episodic to Systemic Change
Abstract:
The digital badge in UDL offered in Ireland has emerged as a key driver of change within higher education. Notwithstanding the success of the digital badge in increasing staff engagement with the principles of UDL - usually through the form of the +1 or +2 approach to the implementation of UDLadditional systemic measures are required to produce long-term institutional change. We propose that this movement from episodic to systemic change requires additional staff supports that extend beyond the lifecycle of the digital badge and must also address potential systemic roadblocks such as staff workload allocation models, socio-cultural barriers, and the return to pre-Covid class delivery and assessment methods. In short, a particular focus on the systemic barriers to change, we argue, will help to build on the success of initiatives like the digital badge and support staff and institutions in implementing change.
UDL has gained momentum across higher education through various funded projects and initiatives. Pockets of innovation have emerged as a result of this work. However, systemic barriers remain that prevent staff from further embedding UDL in their practice We will address these barriers and provide solutions for creating meaningful change, reflecting on the success of three funded projects that drove the UDL agenda at University of Galway for the last number of years. Acknowledging that this change was crucial, we will outline how to remove existing systemic barriers, and ultimately create the infrastructure to support more meaningful, impactful change going forward across Irish higher education.
Author: Mr Nick O’Sullivan, Librarian, ATU St Angelas
Contact Details: nick.osullivan@atu.ie
Title of Poster: Integrating Universal Design for Learning into Undergraduate Library Skills Classes for International Nursing Students
Abstract:
Integrating Universal Design for Learning into Undergraduate Library Skills Classes for International Nursing Students
ATU Library is committed to supporting all learners and demonstrates this by integrating the principles of Universal Design for Learning (UDL) into its instructional material. It has a diverse learning community including undergraduate, postgraduate, neurodivergent, students from different educational backgrounds, online students and students to whom English is a foreign language.
This presentation outlines the steps taken to incorporate elements of UDL into library induction for students on the Batchelor of Nursing (International) programme, these are overseas registered nurses who have a Diploma in Nursing, who wish to advance to degree level.
Applying the Plus One approach, adding captions to videos offers ways of customizing how information is displayed and delivered. It can clarify the spoken content of the video, reinforce visual information, provide multiple means of presentation and communication and aid accessibility, comprehension and understanding
Each academic discipline has its own vocabulary which may initially be unfamiliar to the learner. The inclusion of glossaries of terms offers learners immediate access to definitions and explanations of key terminology. By providing these ahead of classes, students are better prepared for meaningful engagement and return to these glossaries to clarify concepts and reinforce understanding.
At the end of each class students completed a short quiz based on class content, allowing for active engagement, timely feedback and encouragement.
Students thought that these UDL activities aided their understanding and provided a more interactive learning experience.
Author: Ms Kathryn Briggs, Systems Librarian, ATU
Contact Details: kathryn.briggs@atu.ie
Title of Poster: Best practices for using UDL in academic libraries.
Abstract: Libraries, including ATU Library, have always been at the heart of the communities we serve. We strive to be accessible and safe spaces, providing access to huge resources of information and knowledge Universal Design for Learning (UDL) helps create a welcoming and supportive environment for all which can improve accessibility to learning, help meet diverse learning needs, increase engagement and student success. UDL in the library context refers to the application of UDL principles to strive to make library services, resources, and spaces accessible, inclusive, and supportive for all users. By providing learners with multiple means of representation, expression, and engagement, UDL can help remove barriers to learning and promote a more inclusive and equitable learning environment This presentation will focus on best practices for using UDL in academic libraries, focusing on how ATU Library can incorporate UDL into library instruction; providing accessible spaces, resources, and services; collaborate with academics and support staff; promote awareness and advocacy and evaluate and improve to promote accessibility and inclusivity to provide a more engaging and inclusive learning experience for all.
Author: Ms Patricia Henry, Teaching & Learning Support Officer, ATU
Contact Details: patricia.henry@atu.ie
Title of Poster: "Visualise Your Message: Harnessing the Power of Graphics in Communication"
Abstract:
The poster presentation "Visualise Your Message: Harnessing the Power of Graphics in Communication" showcases the integration of visual elements to enhance communication within education settings. The project primarily focused on revamping the module "Understanding UDL Framework" on the Post Graduate Certificate/MA in UDL delivered in ATU by incorporating graphics on tiles and streamlining text content within the VLE Moodle Aligned with the conference theme of "Building a culture of inclusion in tertiary education," this presentation emphasizes the pivotal role of visual communication in fostering inclusivity and accessibility. By reducing textheavy content and replacing it with visually engaging graphics, the project aims to cater to diverse learning styles and accommodate students with varying needs. Visual elements serve as effective tools for conveying information in a clear, concise, and accessible manner, promoting understanding and engagement among all learners. Through thoughtful design and strategic use of visual elements, the project aims to enhance accessibility and inclusivity for all learners.
Author: Ms Joann Power, Apprenticeship Coordinator, Waterford and Wexford Education and Training Board
Contact Details: joannpower@wwetb.ie
Title of Poster: The Universal Design Champion initiative for Apprenticeship
Abstract:
Over 1064 apprentices are accessing Phase 2 in 2024 in WWETB, an increase on the 2023 figure of 728 There is no apprenticeship support service pre-2019 The minimum entry requirement for apprenticeship in Ireland is 5 passes in the Junior Certificate, we have assessed the barriers and connected the outcomes of this to various interventions The barriers include learning differences, mental health issues and much more. The profile of these learners is predominately male (aged 16-19) who access the traditional trades at Phase 2 We could see that variability was predictable following a two-year analysis of the assessments and embedding both a learning support service and a counsellor to address the issues and challenges that sit side by side Our vision was around cultivating equitable spaces and the recognition that what is vital and necessary for one learner or more that is struggling could be useful and interesting for all. The Additional Support Service compliments the work done in the classroom and ideally all instructors should complete training with a UDL focus as they are working on the front-line Our additional support staff have a literacy, numeracy and trade background and both the instructors and additional support staff work together to assess the barriers within our own environment that the apprentices are facing (a human rights model or a wealth model rather than an deficit model) Universal Design has been a proven asset to the way we work and embedding a Universal Design Champion is the key to linking and connecting the advice and information to groups and individuals of influence with this cohort Supports are provided with a human rights-based model at the core and apprentices are not mandated to attend. The initial assessment is carried out at the start of Phase 2 so that a clear starting point can be recognised. It also gives a chance to have a chat about dyslexia, dyspraxia, ADHD and more to begin with. This person-centred environment allows a positive discourse around learning differences and their value within the work and training environment.I would like to see those who are on the margins of the Phase 2 apprenticeships by the way they feel, are treated or in terms of their ability to navigate their trade – to feel more included, be part of, be equal, be more independent in their own learning and become expert learners –agents of change for themselves.
Author: Ms Maureen Haran, Lecturer & UDL Centre of Excellence Lead, ATU & Mr Dara Ryder, CEO, AHEAD
Contact Details: maureen.haran@atu.ie
Title of Poster: Scaling New Heights in Ireland: ALTITUDE – The National Charter for Universal Design in Irish Tertiary Education
Abstract:
With growing diversity in Irish tertiary education, a universal design (UD) approach is vital to ensuring inclusion in learning design and delivery. National policies now incorporate UD objectives, and Ireland’s robust legal framework mandates equitable access to education However, despite increasing professional development and isolated examples of good practice, universal design is not consistently embedded in institutional strategies across higher education and training boards, threatening sustainability (Healy et al , 2023)
In response, the cross-sectoral ALTITUDE Charter has been developed, aiming to place human diversity at the center of tertiary education The Charter outlines strategic enablers for sustainable UD implementation across four key pillars: learning, teaching and assessment; support services and social engagement; and physical and digital environments The ALTITUDE Technical Report provides a detailed evidence base and legislative alignment, while a practical Toolkit supports implementation. By adopting the Charter, institutions can align existing policies to foster greater coherence and collaboration, improving access and inclusion across the sector.
In addition to our UDL Conference, we are also highlighting an EU/HEA-funded initiative called N-TUTORR (National Technological University Transformation for Recovery and Resilience).
The N-TUTORR programme aims to transform learning, teaching, and assessment by enhancing the student experience and empowering staff to create a sustainable and inclusive educational environment
The following poster presentations, sponsored by N-TUTORR, showcase various pedagogical and learning outcomes that have resulted from incorporating inclusive approaches into the curriculum of the Master’s in Assessment, Learning, and Teaching programme at ATU.
Thank you once again to everyone who contributed to the success of our 4th UDL Conference.
We look forward to next years ATU UDL Conference already.