Carolyn Harris EDUC 5313 - Week 5

 Part 1

According to the CAST UDL guidelines website (2024), “the goal of UDL is learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented.” The UDL framework consists of three core principles: engagement, representation, and action and expression. Basham et al. (2016) explore how these guidelines can be applied to improve the effectiveness of K-12 blended and online learning environments.

The authors found that while digital materials often provide multiple means of representation (e.g., videos, text), they frequently lack meaningful engaging and flexible content that demonstrates action and expression. These are important in creating inclusive and equitable learning experiences for all students.

The study aimed to answer two research questions:

- Can a UDL Scan Tool be developed and validated to measure how well an online learning product aligns with the UDL framework?

- Is it feasible and usable to conduct product scans using this tool

The findings suggest that the UDL Scan Tool is a valuable resource for identifying both the strengths and gaps in online and blended learning materials. It can help educators in the K-12 learning environment and other learning environments ensure that the materials they use support all three UDL principles in order to enhance access, engagement, and expression for all learners.

To test whether the lesson plan that I developed meets UDL principles, I can also use a UDL scan tool. I consider my lesson plan to be engaging and action oriented, however there may be room for improvement in regards to providing multiple means of representation. I want my lesson plan to be inclusive and equitable for all my students, especially considering how diverse my classroom is. 

Part 2

My lesson focuses on analyzing information and using ChatGPT to provide feedback for revision, followed by peer feedback via Padlet. Based on the UDL framework, there are two strategies I could meaningfully integrate into this lesson:

- Enhancing Representation through Perception - To support multiple ways of perceiving information, I can offer design options that accommodate diverse learner needs (UDL 1.2). For example, some students may experience visual challenges or face language barriers. To ensure equitable access, I can provide both digital and printed copies of handouts. This allows students to copy and paste content into translation tools if needed, or use the printed version if prolonged screen time is a challenge for them.

- Increasing Engagement by Welcoming Interests and Identities - To optimize choice and autonomy, I can incorporate options that reflect students’ interests and identities (UDL 7.1). I can do so by allowing students to choose the AI tools. Rather than requiring all students to use ChatGPT, I can offer a selection of AI generative tools. Allowing students to choose a tool they are curious about or feel more comfortable with promotes autonomy and personal interests in the activity.

Part 3

Based on the 2024 NETP, UDL guidelines offer a promising approach to reducing the digital use divide among students. "The 2017 NETP defined the digital use divide as the disparity between students who use technology to create, design, build, explore, and collaborate and those who are only invited to consume media passively" (Office of Educational Technology, 2024, p. 13). In other words, the digital use divide refers to the gap between passive and active uses of technology in the classroom. UDL’s emphasis on engagement and action-oriented learning makes it a valuable framework for shifting students from simply consuming content to actively participating in their learning through meaningful and interactive technology use. This shift supports the goal of providing inclusive and equitable education for all students.

Just as AI tools can assist teachers in managing their workloads, UDL guidelines can support teachers by offering strategies to make lessons more engaging, accessible and action oriented/expressive. However, teachers need more time, support, and resources to implement these strategies effectively. Incorporating tools like UDL based evaluation rubrics or the UDL Scan Tool that was mentioned before into curriculum planning can help ensure that lessons align with UDL principles which can ultimately help close the digital use divide gap and improve learning experiences for all students.

References

Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials. Journal Of Special Education Technology, 31(3), 147. doi:10.1177/0162643416660836

CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org

Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education.

Comments

  1. KasandraJune 13, 2025 at 7:55 AM

    Thank you for such a well-articulated and insightful post! Your thoughtful application of the UDL framework to your lesson planning is both inspiring and practical. I especially appreciate how you’ve connected the CAST guidelines, Basham et al.’s research, and the 2024 NETP to your own classroom context this kind of synthesis is exactly what makes UDL such a powerful tool for inclusive education.

    Your focus on enhancing representation and engagement through specific strategies like offering multiple formats of handouts and allowing students to choose their AI tools is a great example of how small shifts can make a big impact. These choices not only support accessibility but also foster student agency something that’s often overlooked in digital learning environments.

    The use of ChatGPT and Padlet in your lesson is a smart way to blend technology with collaboration and reflection. I love how you’re thinking critically about the tools you use and how they align with UDL principles. Offering students the autonomy to choose their AI tool is a particularly empowering move it respects their preferences and encourages exploration, which is key to deeper engagement.

    Your mention of the digital use divide is also incredibly timely. As you pointed out, UDL doesn’t just help close gaps in access it helps close gaps in how students use technology. Moving from passive consumption to active creation is essential for preparing students to thrive in a digital world, and your lesson is clearly designed with that goal in mind.

    I’m curious have you had a chance to try out the UDL Scan Tool with your lesson yet? I’d love to hear how it helped you reflect on or refine your design. Also, how have your students responded to the increased autonomy and multimodal options?

    ReplyDelete
  2. curlyceceJune 15, 2025 at 6:42 PM

    Hi Carolyn!

    I thought your lesson thoughtfully integrated UDL principles by addressing diverse learner needs through multiple representation options and promoting student choice with AI tools. This approach supports equitable access and fosters engagement by honoring students’ interests and identities. I also appreciate how you connect this to the 2024 NETP’s focus on shifting students from passive technology use to active, creative participation, highlighting the power of UDL to help close the digital use divide. Your emphasis on providing teachers with time, support, and tools like UDL evaluation rubrics for effective implementation is crucial to making these inclusive, action-oriented lessons sustainable and impactful. Nice work!

    -Cecelia Vigil EDUC 5313

    ReplyDelete

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