Universal Design for Learning (UDL) aims to provide an equal learning experience for every Queen’s student.
UDL aligns with our Education Strategy 2016-2021, to ensure that we create an educational experience that enriches our students intellectually, socially and culturally, that accounts for our diverse student population, in a learning environment that is inclusive and supportive.
The principles of UDL are the product of decades of research about how people learn, and are based on more than 800 different research studies. At the heart of the UDL approach is the idea of embedding inclusivity and choice for both lecturers and students.
Why is UDL important for teaching, learning and assessment?
UDL transforms the learning environment to support all students by breaking down potential barriers and enriching their experience. UDL is a way of thinking about teaching, learning and assessment that means being flexible to meet the needs of all learners. When taking a UDL approach, teachers design and prepare the learning environment with flexible methods, materials and assessment that better meets the needs of every learner, providing an equal opportunity to all students.
Multiple means of Engagement (The ‘WHY’ of learning)
The overall aim of Principle 1 is to develop expert learners who are purposeful and motivated. Learners differ significantly in the ways that they engage or are motivated to learn. Therefore, the emotional (affective) attachment is crucial in terms of student engagement to connect and relate to a topic or subject.
Multiple means of Representation (The ‘WHAT’ of learning)
The overall aim of Principle 2 is to develop expert learners who are resourceful and knowledgeable. It identifies how we gather facts and categorise what we see, hear and read.
Multiple means of Action and Expression (The ‘HOW’ of learning)
The overall aim of Principle 3 is to develop expert learners who are strategic and goal directed, such as planning and performing tasks, organising and expressing ideas. Writing an essay or solving a maths problem are strategic tasks. Including flexible ways of assessing student learning of knowledge is essential.