CLIMBING THE UDL LADDER: Conceptualising UDL with the Student Voice
Poster Portfolio Thursday May 26th 2022
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Welcome Trevor Boland - eLearning and Digital Officer, Ahead Tara O'Halloran Cronin, Beauty Therapy Instructor, Kerry ETB / Kerry College Patricia McCaffrey, Lecturer and Researcher, ATU, Sligo Margaret Mc Loone, Programme Chair BSc Public Health & Health Promotion & Lecturer in Health Promotion, ATU, Sligo Laura Hegarty, Lecturer, Department of Enterprise & Technology, School of Business, ATU, Galway City Dr Róisín Ní Mhulláin, Léachtóir le Gaeilge, St Angela's College, Sligo Cathy McGovern, Educational Support Needs Assessor/Assistive Technologist Learning Support Tutor, ATU, Galway City Gerri O’Brien, Educational Support Needs Assessor/Academic Tutor/Learning Support Tutor, ATU, Galway City Adam Higgins, Oisin Coyle & Ciara Nally, Bachelor of Business (Hons) Level 8, Year 2 Students, ATU Sligo Colm O’Reilly, Megan Spratt & Emer Conlon, Bachelor of Sociology and Politics (Hons) Level 8, Year 1 Students, ATU Sligo Shi Xian Teh, Aisling Cummins, Jade Gaffney, Amisha Duggal & Yolanda Argueso TBC Higher Certificate in Business, Level 6, Year2 Students, ATU Sligo - 32 I-Note Posters
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Welcome Message
Welcome message from Dr Niamh Plunkett, Head of Teaching & Learning, ATU Sligo This ATU Universal Design for Learning (UDL) conference considers many approaches to UDL and most importantly, how we capture the student voice. The themes for this years conference are: •Engagement: Recruiting and keeping interest •Delivery: Showcasing UDL teaching approaches to delivery in the face to face and online classroom •Material: Adopting a UDL classroom with accessible materials for all learner types •Assessment: Adopting alternative assessment practices through a UDL Lens We are delighted to receive such a wide range of poster presentations all of which focus on one or more themes. Each poster author(s) contact details and abstract are included adjacent to their poster should you wish to make contact with the author. Thank you to everyone who contributed to our conference.
Dr Niamh Plunkett Head of Teaching & Learning ATU Sligo UDL Working Group Dr Niamh Plunkett; Maureen Haran, Lecturer and UDL Project Lead; Dr Geraldine Dowling, Lecturer; Cathy O’Kelly, Lecturer; Mairead McCann, Lecturer; Dr Shelley Brady, Disability Officer; Dr Ellen McCabe, Instructional Designer; Jennifer Gilligan, Instructional Designer; Patricia Henry, Support Officer and Louise Feerick, Support Officer
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Author: Trevor Boland - eLearning and Digital Officer, Ahead
Contact Details: trevor.boland@ahead.ie Theme: Materials: Adopting a UDL classroom with accessible materials for all types of learners Title of Poster: Nurture your Accessibility spark with ARK Abstract: 1. Embed accessibility into your practices and make Education more accessible and inclusive to all. 2. Students with disabilities need face to face and digital accessible services and experiences. These courses create the skills and awareness to begin your accessibility journey. 3. The EU Web accessibility Directive is promoting and encouraging this avenue of inclusion, and everyone has a vital role to create an accessible education landscape where all can belong and flourish. 4. Take the course files we have on offer in ARK and embed them into your own CPD training.
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Author: Tara O'Halloran Cronin, Beauty Therapy Instructor, Kerry ETB / Kerry College
Contact Details: tara.ohalloran@kerrycollege.ie Theme: Delivery: Showcasing UDL teaching approaches to delivery in the face-toface and/or online classroom Title of Poster: Accessing Anatomical Understanding – a UDL approach Abstract: In this project which flipped the traditional classroom textbook experience to a UDL approach to Facial Muscles and Anatomical terms. It took an area of challenge within a group of eight learners with explorer Digicomp profiles. Offering choices as to how the learning objectives can be met for the learner is a powerful tool for engagement and access. Options for self-regulation and flexibility are paramount to assisting individuals in their skills and strategies for learning and self-regulation. What was really interesting was the options for multiple means of perception – that one document could be showcased in multiple ways on the one platform. These choices for comprehension, access and the decisions as to @how’ to use the Book Creator given to the learner throughout the book ensured that the program reached all learners in a bespoke and tailored manner chosen by them for them. As a practical skills based instructor, I had always felt that something was missing, that I was not reaching all of my learners with every class. I had undertaken a course on integrating literacy and during this had experienced a powerful role play with words typed backwards –and to feel the confusion, shame, frustration and sadness due to lack of access was transformative. I feel that UDL tools and strategies and the development and flipped classroom experience can ensure that each learner has opportunity for unlocking the materials in a way that suits their needs. Using the book creator, expanding on the initial pilot and creating ways to allow for choice has revolutionized the classroom experience for Beauty Therapy. The feedback from the learners was positive and some relayed messages that the material was “translated and easier to learn”. I am delighted that I can support my learners in this way and feel that the use of these tools will futureproof further delivery and plan to expand on this with body treatment modules over time.
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Author: Patricia McCaffrey, Lecturer and Researcher, ATU, Sligo
Contact Details: mccaffrey.patricia@itsligo.ie Theme: Engagement: Recruiting & keeping interest Title of Poster: “When we ran out of exercises to do that’s when we all bounced off one another and found it really fun”: Engaging sport students in the learning of physical activity leadership competencies. Abstract: Identify redesign /change. An elective module called ‘Active Ageing’ provides undergraduate students with the opportunity to acquire physical activity leader (PAL) skills. Previously the curriculum was underpinned by authentic experience: planning, designing, and teaching one older adult a programme of physical activity that enhances strength, cardio-vascular endurance, and mobility. Due to Covid-19 greater flexibility was necessary. Universal Design for Learning (UDL) guidelines follow three core principles in the design of learning experiences, providing multiple means of engagement, multiple means of representation and multiple means of action/ expression. ‘Active Ageing’ was redesigned to provide alternative ‘multiple means of engagement’ with a view to stimulating motivation and sustained enthusiasm. Feedback from students about this redesign. Greater flexibility was achieved by adopting a mixture of pedagogical approaches from direct instruction to guided discovery using fixed ‘pod’ groupings that included students from both programmes. In addition, to offer alternative means of engagement, students could create an exercise brochure as an alternative assessment task using an online graphic package. Relatedly an individual reflective logbook was designed to help with sustaining effort and persistence and self-regulation. Reflective writing from the students revealed that this form of engagement provided peer support and autonomy. Students wrote about how they enjoyed working and learning with each other. As one student reflects: “We had the exercises planned to do, but when we ran out of exercises to do that’s when we all bounced off one another and found it really fun” (Student reflective portfolio). Reflect on what was accomplished. Giving students autonomy in their in-class learning is not new to my teaching but UDL has confirmed and validated for me the importance of continuing to provide multiple means of engagement for student motivation and interest. The idea of designing and creating a physical brochure that the students would work on as a group project as a new assessment design was useful but the students who engaged most with this were the students who were highly engaged overall. Next steps. Further re-design will entail providing the brochure task as an alternative form of assessment which the students can select as an alternative form of representation. In addition, my experience is that I need to provide clear guidelines for this group project which includes members responsibilities and criteria for assessment. 8
Author: Margaret Mc Loone, Programme Chair BSc Public Health & Health Promotion & Lecturer in Health Promotion, ATU, Sligo
Contact Details: mcloone.margaret@itsligo.ie Theme: Engagement: Recruiting & keeping interest Title of Poster: When 'pandemic pedagogy' led to positive outcomes.....Letting 'student voice' inform assessment delivery within a degree module Abstract: Research Aim To explore what final year BSc Public Health & Health Promotion students’ views were in relation to remote facilitation within their module assessment process. Introduction Remote facilitation has been introduced more frequently in lieu of traditional ‘on campus’ delivery in recent years. The term “pandemic pedagogy” was quickly coined by educators due to enforced remote delivery due to Covid-191. This research aimed to capture the ‘student voice’ of being assessed remotely for delivery of their brief intervention health promotion workshops. Methodology Student views were gathered on the use of remote facilitation for assessing them within a module entitled ‘Topics in Health Promotion’. Views were gathering using an app called ‘Mentimeter’ allowing for student anonymity. All responses were transcribed verbatim and analysis was conducted using Braun & Clarkes’ Six Step Thematic Analysis Framework.
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Author: Laura Hegarty, Lecturer, Department of Enterprise & Technology, School of Business, ATU, Galway City
Contact Details: laura.hegarty@gmit.ie Theme: Delivery: Showcasing UDL teaching approaches to delivery in the face-toface and/or online classroom Title of Poster: Delivery: Signpost your Teaching Approaches - Clear Design, Keep it Simple, Remove Barriers and become Expert Learner Abstract: My poster design will identify simple clear ways to communicate to students when we deliver content online and/or face to face. This redesign is based on many years teaching online and how I have restructured my way to communicate with students on a weekly basis. I have taken students comments and feedback on board which has helped to design the Moodle environment in a simple and clear manner so students can self-navigate and take control of their learning so that they become expert learners using the resources and materials required for their course/module. Next steps always include revising the design, learning tips and tricks from peers within other UDL communities (online UDL events and talks, community of practice collaboration locally, nationally, and internationally) that empower and motivate our teaching approaches again and again to make our delivery easier for our students.
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Author: Dr Róisín Ní Mhulláin, Léachtóir le Gaeilge, St Angela's College, Sligo
Contact Details: rnimhullain@stangelas.nuigalway.ie Theme: Delivery: Showcasing UDL teaching approaches to delivery in the face-to-face and/or online classroom Title of Poster: Applying UDL Principals to developing language skills and engaging with Irish Literature Abstract: This poster illustrates changes that were made to the design delivery to best facilitate and support BA1 students undertaking an academic module in Irish language. This module was delivered from September 2021 to December 2021 and students returning to face-to-face delivery and to campus after a period of absences from secondary school classroom and disruption to language learning and practice in second language. I initiated discussions and feedback sessions with students after an initial introduction to the module and students reported a lack of knowledge and practice as to how to listen and record notes in a lecture and how to engage with content and feeling overwhelmed with content delivery in second language. I asked students for suggestions and committed to redesigning content delivery and to model and practice note-taking and study skills, academic writing skills with the group. I also noted that students seemed to disengage with content delivery after 20minutes of delivery and when planning lectures I would plan for two/ three multi-media resources and/ or peer activity for informal language practice within a 50 minute lecture. This improved group engagement and participation and created a more positive classroom environment. Covid 19 has hugely impacted teaching and learning at third level and I feel more consideration needs to be given to students transitioning from secondary school to third level and their competencies in language and how they engage and participate in third level education. Implementing UDL requires reflective practice and commitment to changing aspects of delivery. Central to UDL redesign is feedback and discussion with students which then allows for best planning and implementing UDL in the classroom. Changes made can be small but significant and if participation and engagement improves and students note progress and success in their own ability to understand content, to interact and practice language a more positive learning environment is created for both lecturer and students.
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Authors: Cathy McGovern, Educational Support Needs Assessor/Assistive Technologist Learning Support Tutor, ATU, Galway City Gerri O’Brien, Educational Support Needs Assessor/Academic Tutor/ Learning Support Tutor, ATU, Galway City
Contact Details: cathy.mcgovern@gmit.ie / geraldinep.obrien@gmit.ie Theme: Materials: Adopting a UDL classroom with accessible materials for all types of learners Title of Poster: Inclusively Designed Communication Abstract: This redesign tested current communication methods for effectiveness of engagement through a UDL lens of ‘Multiple means of Representation (Cast, 2018). It questioned how well student diversity, intersectionality, preferences, and permanent or situational requirements are currently facilitated. On the Atlantic Technological University’s (ATU) designation day, it serves a diverse group of 20,418 learners, 2,253 staff, and stakeholders. Any person may be neurodiverse, have a sensory impairment, significant ongoing illnesses, physical and mental health conditions alongside other intersectional characteristics such as gender, race, class, sexual orientation, socioeconomic status, language differences, prior educational experience, digital competence, age, and previous experiences. These can each impact on how a person can access, perceive, and understand a particular communication method. As part of a UDL Redesign Activity Report on ‘preferred method of communication’ (O’ Brien, 2022), the researcher emailed 48 students registered for support with the Disability Service. 23% responded via email within 48 hours. These respondents indicated that they were happy to continue communicating by email. However, the 77% of non-respondents suggests that other methods of communication should be considered to provide multiple options for Representation, Action and Expression. This exercise illustrates that current methods of communication may not be effective, concurring with Cast’s (2018) assertion that providing options for representation is essential, and that there is not one means of action and expression that will be optimal for all learners. It shows the need for a comprehensive ATU approach to considerations such as UDL, GDPR and accessibility in our communications. It also illustrates survival bias, the logical error of concentrating on the people that were successful but omits those that did not. This is a timely opportunity for the ATU’s eight campuses to collaboratively redesign how we communicate using UDL, Inclusive Design, and accessibility guidelines and students’ feedback.
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Authors: Adam Higgins, Oisin Coyle & Ciara Nally, Bachelor of Business (Hons) Level 8, Year 2 Students, ATU Sligo
A collaboration of students from ATU Sligo, Ireland and Georgian College Ontario, Canada in relation to the Operation Brent COIL project. Contact Details: adam.higgins@mail.itsligo.ie | oisin.coyle@mail.itsligo.ie | ciara.nally@mail.itsligo.ie Theme: Adopting alternative assessment practices through a UDL lens. Title of Poster: Ensure Healthy Lifestyles and Well-Being for all Abstract: This UDL poster is a result of our Collaborative Online International Learning (COIL) project, Operation Brent, where students from Georgian College, Ontario, Canada and Atlantic Technological University, Sligo, Ireland worked together to propose solutions to improve the sustainability of our industry partner for the project, Garavogue Broghies Ltd.
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Authors: Colm O’Reilly, Megan Spratt & Emer Conlon, Bachelor of Sociology and Politics (Hons) Level 8, Year 1 Students, ATU Sligo
Contact Details: colm.oreilly@mail.itsligo.ie megan.spratt@mail.itsligo.ie emer.conlon@mail.itsligo.ie Theme: Adopting alternative assessment practices through a UDL lens Title of Poster: We wonder where the windmill wondered Abstract: As we were given free reign to research what we were passionate about and present our learnings back to the class in whatever medium we chose best, this poster freed us from restrictive guidelines and stressful word counts. We had regular communication with our lecturer throughout the module who connected us with multiple members of faculty throughout the ATU, including the sustainability officer and the SU president. The connections we created now act as a springboard for us to power forward and execute our vision throughout the rest of our time at the ATU, offering tangible benefits not only for us as students but for the Institute as a whole.
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Authors: Shi Xian Teh, Aisling Cummins, Jade Gaffney, Amisha Duggal, Yolanda Argueso & Maddie Golchuk Higher Certificate in Business, Level 6, Year2 Students, ATU Sligo
A collaboration of students from ATU Sligo, Ireland and Georgian College Ontario, Canada in relation to the Operation Brent COIL project. Contact Details: shi.teh@mail.itsligo.ie Aisling.McHugh@mail.itsligo Jade.Gaffney@mail.itsligo.ie Theme: Adopting alternative assessment practices through a UDL lens Title of Poster: Compostable Packaging Abstract: The topic of this UDL poster we are doing is helping the company to contribute to the environment complying with one of the UN sustainable goal. We believe these new bags will eliminate waste, while still having the essential features the current bags contain including a good shelf-life, a lightweight design, and an oxygen barrier, but unlike the plastic bags, these bags will decompose. In a result, the environment would become more green.
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In addition to our UDL Conference, a HEA-funded project entitled Innovative Opportunities Transforming Education (INOTE) has been led across the ATU for the past 3 years. The main aim of the project was to build digital capacity for flexible learning delivery in the West/North West Region. Outputs from Work Package 3: Providing Support Services for Flexible learners, formed the “My Learning Journey” Framework as a structure for identifying and modeling student support. This enabled a focus on accessibility and inclusion. The following poster presentations present a variety of project outputs that align with our UDL Conference themes.
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Thank you once again to everyone who contributed to the success of our 2nd Conference. We look forward to next years ATU UDL Conference already
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