Universal Design for Learning

Universal Design for Learning (UDL), which has roots in Ronald Mace’s concept of Universal Design, is a pedagogical framework that supports diverse learning needs. According to CAST, the creator of the framework, UDL seeks “to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (2018). UDL is not a step-by-step curriculum plan, but rather an approach to pedagogy and curriculum development that aims to make the learning environment as accessible as possible for as many learners as possible (Derer, 2021; CAST, 2018).

The framework enables instructors to plan learning activities around the diverse cognitive, physical, and temperamental needs of learners. While there is some uniformity across brain activity while learning, UDL recognizes that “the actual networks that invoke understanding and learning are highly variable” (Nelson, 2014, p. 92). Activating affective, recognition, and strategic neural networks through various modes of content delivery and student expression is the best way to accommodate the profound diversity of learner needs and preferences.

Incorporating UDL involves a proactive approach to course and lesson planning (Nelson, 2014). This is especially crucial in online and hybrid courses, where students tend to be highly diverse in terms of backgrounds and abilities. Fortunately, UDL principles are well suited to the online modality thanks to the multitude of available technologies and tools. Anne Meyer and David Rose, two of the original developers of UDL theory and practice, note: “The digital environment with its connectivity, multimedia, just-in-time communications, distributed authoring, wisdom of the crowd, and many other qualities, has opened the door to a broad palette of communication skills and options, most critically perhaps, the opportunity for learners to act on materials—to understand them by changing them and making them their own” (Meyer et al., 2014, p. 88).

UDL comprises three principles: engagement, representation, and action and expression. These principles aim to activate three specific neural networks integral to the learning process: engagement seeks to activate the affective network (or the “why” of learning); representation the recognition network (or the “what” of learning); and action and expression the strategic network (or the “how” of learning). The three principles are explored more fully below. For specific strategies that align to each principle, consult The Universal Design for Learning Guidelines Graphic Organizer.

The engagement principle encompasses the ways in which instructors motivate learner interest and attention (Jung, 2021). Instead of attributing disinterest or inattention to the learner, UDL considers the possibility that a negative learning experience might be connected to the learning environment and delivery of material (Jung, 2021). Learners have different strengths, weaknesses, and preferences—some prefer novelty and spontaneity, while others prefer repetition and routine (CAST). Providing multiple means of engagement helps ensure that the learning environment is motivating and stimulating for as many learners as possible. This entails providing students with options that enable them to regulate their learning, sustain effort, and connect with the content, their peers, and their instructor (CAST, Key Questions, n.d.). Especially in online learning, engagement might help students identify connections between the course materials and their backgrounds and goals (Houston, 2018).

The representation principle necessitates the delivery of course content in a variety of modes and media so as to improve understanding (Jung, 2021). Ensuring both the diversity and accessibility of content is paramount. Because “learners differ in the ways that they perceive and comprehend information that is presented to them,” instructors should take account of disability (blindness, deafness, dyslexia) as well as language and cultural differences (CAST).

Making content more accessible does not just help those with disabilities, but aids in the transfer of learning by allowing all learners to navigate within and between concepts (CAST). Providing multiple means of representation helps meet the myriad learning needs and preferences present in any learning space proactively rather than reactively (Westine et al., 2019). In the online environment, the principle of representation should “ensure that learners with or without differing abilities… will be able to access the content in a course with the same ease” (Houston, 2018). When planning how to present your content in multiple ways, consider how it will help all learners reach higher levels of comprehension and understanding.

The final UDL principle, action and expression, describes how instructors can empower learners to express their understanding in a manner that best reflects their preferences and abilities. "Since learners vary, there is not one means of expression that works best for every person; therefore, choices should be offered in how students demonstrate their knowledge" (CAST, 2018). Allowing students to demonstrate competency in a variety of ways recognizes students' physical, cultural, mental, and temperamental differences. When planning for providing choice of action and expression, think about how learners can act strategically, express themselves fluently, and respond physically to the course space and materials.

Universal Design for Learning is meant to inspire educators to take steps, big and small, toward creating a space that empowers all learners to succeed. The UDL framework has been shown to increase metacognitive awareness (knowing what one does and does not know) and self efficacy (assessing one’s own abilities accurately), and it is a promising framework for designing, developing, and delivering online education (Derer, 2021; Houston, 2018). Ultimately, UDL helps students to develop “into ‘expert learners’ who are, each in their own way, resourceful and knowledgeable, strategic and goal-directed, purposeful and motivated” (CAST, 2018). It is founded on the understanding that an environment that recognizes the diverse needs of learners allows all students to flourish.

About UDL. (n.d.). UDL On Campus. http://udloncampus.cast.org/page/udl_about#:~:text=The%20definition%20incorporates%20the%20three,and%20challenges%20built%20into%20instruction

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

Derer, N. B., & Coskun, Y. (2021). The effect of Universal Design for Learning on metacognitive awareness and self -efficacy beliefs in English. International Online Journal of Educational Sciences, 13, 271-289. 10.15345/iojes.2021.01.018.

Houston, L. (2018). Efficient strategies for integrating universal design for learning in the online classroom. Journal of Educators Online, 15(3).

​​Jung, L. A. (2021). Lesson planning with universal design for learning. Educational Leadership, 78(9), 38-43.

Key questions to consider when planning lessons (n.d.). CAST. https://udlguidelines.cast.org/binaries/content/assets/common/publications/articles/cast-udl-planningq-a11y.pdf

Meyer, A., & Rose, D.H. & Gordon, D. (2014). Universal design for learning: theory and practice. CAST Professional Publishing.

Nelson, L. L., & Basham, J. (2014). A Blueprint for UDL: Considering the design of implementation. UDLIRN Summit Proceedings, 92-100. https://www.learningdesigned.org/sites/default/files/Nelson_Basham_2014.pdf

Westine, C. D., Oyarzun, B., Ahlgrim-Delzell, L., Casto, A., Okraski, C., Park, G., Person, J., & Steele, L. (2019). Familiarity, current use, and interest in universal design for learning among online university instructors. The International Review of Research in Open and Distributed Learning, 20(5), 20-41. https://doi.org/10.19173/irrodl.v20i5.4258