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CAST 2018 Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Source publication
This article proposes the application of the principles of Universal Design for Learning (UDL) as a framework for promoting inclusion in outdoor learning in primary school settings. The authors conceptualise outdoor learning, highlighting the potential for more child-initiated experiential learning. Yet this paper is not concerned only with outdoor...
Contexts in source publication
Context 1
... specific approaches to implementation. These checkpoints are researched and applied in educational settings globally, allowing for continual refinement and enhancement of the framework over time. These detailed guidelines and checkpoints offer teachers an opportunity to effectively integrate the UDL principles into their teaching practices (see Fig. 1; CAST, ...
Context 2
... example activities from the USA and Ireland are offered both to exemplify the application of the UDL framework to lessons and units of work and to further demonstrate the potential for rich integrated, connected and inclusive curricular learning through a pedagogy of outdoor learning. Where specific actions support the UDL checkpoint (as per Fig. 1), these are ...
Citations
... Fitur yang ada pada MCM juga dapat digunakan guru untuk menyediakan kelas virtual yang mampu mengeksplorasi kemampuan siswa dalam menyelesaikan masalah matematika (Wulandari et al., 2023). Adanya permasalahan yang harus diselesaikan siswa berupa misi yang dilengkapi dengan petunjuk pada MCM menjadikan konsep pembelajaran bermakna dan realistis, sehingga menjadikan pembelajaran matematika lebih menyenangkan (Kelly et al., 2022). Dengan adanya pembelajaran matematika yang menyenangkan dan menantang dapat membantu siswa dalam menerapkan pengetahuan dan mengingkatkan keterampilan sosial dan pribadi mereka (Astiani, 2023). ...
The low quality of mathematics learning that has an impact on the lack of improvement in students' mathematics abilities is the main reason for implementing the lesson study community service activity of applying math city maps in mathematics learning. Due to this reason, the activity was carried out using a procedure that includes the stages of planning, implementation, and evaluation. The success of the community service activity was analyzed using a questionnaire on the success and satisfaction of partners distributed to 13 mathematics teachers at Majene regency. The results of the activity showed a positive influence of the activity on teachers where the average evaluation aspect reached a percentage of 88.3%. From the results of the implementation of the activity, it was also concluded that teachers were interested in implementing lesson study as an initial step in improving the quality of students' mathematics learning
... At the teaching experiment stage, learning activities using Mobile Math Trails in outdoor learning are adjusted to the syntax of the PBL model. The outdoor learning stage includes: (1) briefing phase, (2) guiding students out of class, (3) learning activities in teams, (4) evaluation, and (5) appreciation (Kelly et al., 2022). However, in this study, these stages are summarized into three stages, that include preparation (briefing phase and guiding students out of class), implementation (learning activities in teams), and evaluation (evaluation and appreciation). ...
This study explores how integrating Mobile Math Trails within the Problem-Based Learning (PBL) model can effectively support numeracy learning. This research was conducted using a design research method with an exploratory approach focused on the design experiment stage. The study involved eighth-grade students from SMP N 39 Semarang. Data was collected through observation, questionnaires, portfolios of students’ work, and interviews. The findings show that Mobile Math Trails-supported learning using PBL model can be an alternative numeracy reinforcement learning. The tasks design students explore around the school environment refers to numeracy indicators with specific content, context, and cognitive levels. The features embedded within the Mobile Math Trails application assist students in the problem-solving process. The tasks designed within the application foster a direct link between mathematical concepts and real-world scenarios within the school environment, thereby necessitating students' reasoning skills. Active student involvement is crucial in this learning, as collaboration among peers is essential for generating optimal learning experiences. Moreover, the learning steps outlined in the research necessitate students' physical engagement. Future studies could explore the application of numeracy reinforcement learning facilitated by Mobile Math Trails in diverse environments.
... This paper is grounded in the fundamental belief that every child deserves equitable access to outdoor learning, emphasizing principles of inclusion and diversity. It advocates for fostering children's connection with nature through educational initiatives aimed at promoting environmental awareness and stewardship (Kelly et al., 2022). Aligned with the principles outlined in the UN Convention on the Rights of the Child (The United Nations, 1989), this study sought to explore the impact of zoological garden visits on primary school students' science learning. ...
... The students' preference for drawing domestic animals before their zoo visit highlights the significant role that these animals play in their immediate environment, serving as companions and symbols of familiarity and comfort. This finding resonates with Ballantyne and Packer (2016) and Kelly et al. (2022), who emphasize the importance of incorporating culturally relevant content into environmental education to enhance student engagement and learning outcomes. ...
... By leveraging students' existing knowledge and preferences, teachers can introduce a wider range of wildlife species in a culturally relevant and engaging manner (Learmonth et al., 2021). Teachers can use this connection as an innovative approach where familiar animals could be employed as a bridge to introduce students to the wider range of the animal kingdom (Ballantyne & Packer, 2016;Kelly et al., 2022;Learmonth et al., 2021). Fig. 1 Examples of some of the students' drawings (drawn before the zoo visits of animals they eagerly expected to see at the zoo) ...
This study explores the impact of zoological garden visits on primary school students’ science learning, aiming to understand their existing knowledge of wild animals and the transformative effects of experiential learning and outdoor learning. Drawing on insights from existing literature emphasizing the significance of aligning educational content with students’ prior knowledge and the potential benefits of real-world learning experiences, this research employs a qualitative approach. The study engages ten participants, carefully selected from three schools in Township areas of Gauteng, South Africa. Grounded in constructivist theory, the research utilizes thematic analysis to interpret patterns, themes, and underlying meanings within students’ drawings and interviews. Findings reveal a greater familiarity with domesticated species and profound emotional bonds with animals among participants. Furthermore, zoological garden visits challenge students’ preconceptions about animals, enrich their science knowledge and vocabulary, and leave significant impressions through direct animal encounters. The study recommends practical strategies for teachers to enhance science education practices, emphasizing the importance of experiential learning and fostering emotional connections with nature. While acknowledging limitations, such as its specific context and sample size, this research contributes valuable insights for teachers and policymakers aiming to promote effective science education in primary schools.
... The MCSs also act as an ideal vehicle for introducing students to a variety of freely available bioinformatics data resources that scientists and researchers use routinely, so that they can learn about the practice of science in a low-stakes environment. Finally, MCSs are effective teaching and learning tools, since they are aligned with the three aspects of learning addressed in the Universal Design for Learning (Orla et al., 2022) -(a) Engagement -i.e., why the case study topic is important; (b) Representation -i.e., what the students will learn from the case; and (c) Action and expression -i.e., how the students will learn and apply this knowledge. Key sections of MCSs aligned with the motivations and molecular story/storytelling components are shown in Figure 2. ...
Molecular case studies (MCSs) provide educational opportunities to explore biomolecular structure and function using data from public bioinformatics resources. The conceptual basis for the design of MCSs has yet to be fully discussed in the literature, so we present molecular storytelling as a conceptual framework for teaching with case studies. Whether the case study aims to understand the biology of a specific disease and design its treatments or track the evolution of a biosynthetic pathway, vast amounts of structural and functional data, freely available in public bioinformatics resources, can facilitate rich explorations in atomic detail. To help biology and chemistry educators use these resources for instruction, a community of scholars collaborated to create the Molecular CaseNet. This community uses storytelling to explore biomolecular structure and function while teaching biology and chemistry. In this article, we define the structure of an MCS and present an example. Then, we articulate the evolution of a conceptual framework for developing and using MCSs. Finally, we related our framework to the development of technological, pedagogical, and content knowledge (TPCK) for educators in the Molecular CaseNet. The report conceptualizes an interdisciplinary framework for teaching about the molecular world and informs lesson design and education research.
... Feeling engaged in schoolwork is a crucial factor that impacts pupils' learning, but in Sweden, as in many other countries, we see that engagement and motivation decrease with age (Inchley et al., 2020). Since there is a diversity of pupils and a variety of situational conditions that affect their capacities to succeed in school, we believe there is a need for better ways of arranging learning, with the main aim being to improve the educational experience for all pupils by introducing more flexible teaching methods (Kelly et al., 2022;SFS 2010:800). ...
... In this study regarding outdoor learning, we take our starting point partly from Kelly et al. (2022), who describes a pedagogy that provides rich opportunities for experience-based, varied and authentic learning where the outdoors provide context. We also lean on a Swedish review that emphasises the importance of the interaction between practice and theory in outdoor learning and where the importance of place for learning is highlighted (Faskunger et al., 2018). ...
... The basis of authentic learning is teaching that arouses children's joy and interest (Engel, 2011). Access to varied environments and places (Jansson et al., 2022) that are relevant to what is to be learned provides rich opportunities for varied teaching (Kelly et al., 2022), where pupils get the chance to experience for themselves and practically try, explore, and be creative (Becker et al., 2017). It can also reinforce pupils' engagement and internal motivation (Ryan & Deci, 2020) and lead, as in this study, to pupils' willingness to participate. ...
Previous research has shown that feeling engaged in schoolwork is crucial for pupils to achieve, but engagement and motivation decline with age in many countries. To address these issues, we consider it is important that how we conceive learning include opportunities for learning outside the classroom. This study aimed to explore pupils’ experiences of being taught science subjects using outdoor learning, including the learning they achieved. The research was conducted using an ethnographic research design, a useful method for research in this type of environment where a greater understanding of teaching and learning processes is sought, enabling researchers to explore events more deeply. The study took place during one school year and was conducted for pupils in grade 6 in a school on Sweden’s west coast. This study provides unique insights into how these teacher efforts to offer outdoor learning opportunities have improved pupils’ willingness to participate. Likewise, how the pupils have developed knowledge of and used scientific concepts and skills in different contexts became visible when the pupils were allowed to try, explore, be creative, and observe in real life contexts in various places. In addition, the pupils have been given opportunities to ask, discuss and reflect on questions about various phenomena and processes in nature and humans. From the pupils’ point of view, this has contributed to their easier understanding of the content of the science subjects. These results significantly improve science literacy for science subjects in a school context (Holbrook & Rannikmae, 2009).
... MMR refers to the way chemistry teachers: present lesson material in various formats, for example, by utilizing text-based learning, video, and other media; mark important information in learning using text, graphics, and diagrams; create a syllabus for learning; offer simple navigation, consistent use of the learning management system; and provide timely feedback (Boothe et al., 2018). MMR can create a bridge from something abstract to concrete because learning activities can provide experiences, materials, and interactions that make them involved in learning through flexible information delivery methods according to student's abilities and needs (Gauvreau et al., 2019;Kelly et al., 2022). ...
The trend of students with disabilities attending secondary schools providing inclusive education in Indonesia is rising. This trend requires teachers as a key person to offer learning that suits the needs and abilities of each student, including those with disabilities. This research portrays how chemistry teachers provided alternative modes of representation as one of the principles of Universal Design for Learning (UDL). Three teacher participants from three schools providing inclusive education (SPIE) in the Special Province of Yogyakarta were recruited purposively and agreed to be interviewed on how they varied the chemistry content format. A descriptive method was used and directed content analysis was applied to analyze the data. The findings demonstrated that chemistry learning content were created more accessible for students with disabilities. Three chemistry teacher participants demonstrated that they implemented the principle of Multiple Means of Representation of UDL in a simple manner. The participants created learning objectives without modifying them to suit the student’s abilities. Learning content was offered in various ways and delivered with some strategies. Chemistry teacher participants demonstrated how they provided various assessments to gain students with disabilities opportunities to show their understanding.
... Given the perceived value of UDL in educational contexts, it is not surprising that it has gained considerable attention in PE circles (Hutzler, 2020;Lieberman et al., 2020) and is starting to branch into other related contexts like outdoor recreation (Kelly et al., 2022). Though UDL's position is most firmly established in PE practice and scholarship in the US, it also features and is advocated for in many European countries as part of calls for better 'inclusion', including England, Ireland, Luxembourg, France, the Netherlands, Scotland, Slovakia, and Spain, as evidenced by Marron et al. (2023). ...
Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.
... MCM can accommodate concepts that will be linked such as Geometry concepts, determining Volume to integrals. The delivery of problems that must be solved by students in the form of missions equipped with instructions on MCM make the concept of meaningful, realistic learning to more fun math learning (joyful learning) (Kelly et al. 2022). Because, during the process in the field students can explore themselves both independently and in groups. ...
The purpose of this research is to describe the design of outdoor learning using Math City Map (MCM) application. Through several features provided in Math City Map teachers can provide a virtual classroom that serves to support, hone and explore student abilities. This outdoor learning design is the result of the development of learning design in mathematics subjects in elementary and secondary schools. This research uses a qualitative approach, with a descriptive research type. The subjects of this research were teachers and students in Singosari. Data collection techniques using documentation, interviews and observation. The results of the learning design using MCM through four stages, there are 1) determining the learning theme, and outdoor destination or location, 2) briefing all related parties, namely students, teachers and assistants, 3) dividing students into groups, 4) implementing outdoor learning. Implementation of outdoor learning.
... A fundamental goal of UDL is to anticipate and redress barriers to learning. Such barriers could be physical, cognitive, cultural, social, and emotional (Kelly et al. 2022). ...
The present study aimed to explore parents’ attitudes towards including children with disabilities (CWDs) in public kindergartens (KGs) in Jordan. A questionnaire was developed and distributed to 250 parents of CWDs and others without disabilities at the kindergarten stage. The results revealed that most respondents had neutral attitudes towards including CWD issues in public KG, and about 36.4% of parents held negative attitudes. The results of multiple regression analysis also indicated that the parent’s gender, age, having a CWD, and degree of disability, were considered statistically significant predictors of the parents’ attitudes towards including CWDs in public kindergartens. Implications of the findings and recommendations are provided.
... In OAE, equitable experiences are defined as those that value and recognise the unique backgrounds of participants and allow meaningful participation for people from diverse backgrounds (Kelly et al., 2022;Warren et al., 2014). This recognition makes for a just environment and appraises the unearned privileges bestowed on some and not others as they relate to ability, class, race, and sexual orientation (Tanchuk et al., 2021). ...
... The expert panellists in this study ranked the statement Equity for all participants requires flexible delivery and facilitation highest for the second-round survey and considered it the most important overall. In response to this finding, universal design of instruction (UDI) has been suggested as an effective strategy to promote and enhance equity in OAE (Kelly et al., 2022;Warner & Dillenschneider, 2019), exemplified through three main areas. The first entails an appraisal of organisational and programmatic elements, using proposed outcomes such as character development, interpersonal skills, leadership, and technical competencies to guide UDI (Martin et al., 2017). ...
... By incorporating multisensory and multimodal strategies in OAE, the experiences of each participant will be validated, specific facilitation techniques such as kinaesthetic and tactile practice with specialist equipment, stepwise instruction and verbal descriptions, visual content being displayed in large formats, and alternate debriefing techniques being suggested to participants such as art creation using natural objects, dance, journalling, and drawing (Martin et al., 2017). These engagement strategies are imperative for UDI as they empower participant choice by meeting individual needs (Kelly et al., 2022). An equitable and inclusive environment ultimately contributes to participant empowerment, wellbeing, and happiness (Neylon et al., 2019). ...
Issue addressed:
Outdoor adventure education (OAE) (programs involving outdoor activities such as rock climbing or white-water canoeing) that participants perceive as risky, conducted in a social support setting, can be utilised by practitioners to elicit changes in educational and psychosocial outcomes to support participant adolescent wellbeing.
Methods:
This study garnered the opinions of an expert OAE panel on the content of future programs aiming to impact adolescent wellbeing. The panel consisted of local (Western Australia, n = 7), national (Australia, n = 4), and international (Canada, Germany, New Zealand, United Kingdom, United States, n = 7) experts. A two-round, mixed-methods Delphi approach was employed. Extensive formative work led to the development of a series of open-ended questions requiring qualitative responses for round one. Panellists were also asked to respond to 17 statements using Likert scales in the second round.
Results:
After analysis, a consensus was reached for all statements, with five statements having high consensus and being considered important by panellists.
Conclusions:
The statement 'Equity for all participants requires flexible delivery and facilitation' had the highest level of agreement amongst panellists. Connections, authentic experiences, and equitable experiences developed as key themes. SO WHAT?: Future OAE interventions focused on wellbeing impact could use the findings of this research as a basis for program design.
