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We are looking to better understand how people have been using the principles of universal design in either research or evaluation to address equity and inclusion.
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We are using UD in a project that constist in an Inclusive Oechestra. We have developed a Doctoral thesis about UD principles applied to Instrumental Music Making for groups. We have defined speciffic guidelines for each principle and evaluated their impact throug questionaries and focus groups. Results show thatThe musical result is a good indicator of the success of UD application. Also aspects about satisfacion of participants and its continuity in the group are good indicators too.
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Could you please fill out the attached questionnaire to help us taking the right decisions regarding the principles of Universal Design
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I began completing the survey but noticed that your Likert scales do not specify what is represented by each end of the scale. (i.e. what is 1, and what is 5?) I recommend discarding any previous responses your have received, as respondents may interpreting these scales differently, as well as clarifying your scales before collecting new responses.
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Hi there,
Please see the attached table for context. Please note that each year they were sampling new freshmen (i.e., not within-subjects longitudinal design).
So, the authors of a book I read were assessing the efficacy of a health campaign at their university designed to change perceived norms around alcohol consumption on campus. They provided the attached table and claimed the campaign to be successful based on, among other things:
  1. A 13.9% decrease from 1999 to 2003 in the percentage of students who thought their peers had 5+ drinks within the past two weeks (see 2nd row of table).
  2. A 15.3% decrease from 1999 to 2003 in the perceived number of drinks their peers had at a party (see 4th row of table).
In each case, I glean that they used the formula below to simply compare the year the campaign began (1999; V1) and the most-recent data (2003; V2).
(V2 - V1)/|V1| *100 = Percentage change
However, the authors did not conduct any inferential analyses, nor provide simple descriptive statistics necessary for me to do some kind of follow up analysis—including even the sample size, they simply said that “the undergraduate students took this survey each spring.” While I can look up enrollment for that year—I doubt every student took the survey.
When I plot these percent changes on a chart (also attached), they are trending downward, as expected. Since, in both cases, the x-axis is interval-level and the y-axis is ratio-level; I can fit a regression line to the charts, I can get R2 and r (i.e., the correlation). However, I don’t think that this is very helpful.
So, my question is:
With the data I have available, is there any way to examine whether or not this change over time is due to natural response variability from year to year, as compared to a statistically significant decrease in percentages?
When you have four time-points,1 comparing the first round of data collection with the very last seems too simplistic to conclude that it was the campaign itself, and not just random variation in students’ responses from year to year (or perhaps another factor), that accounted for this decrease.
1 The authors don’t even describe why data from 2002 is missing.
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However if n=4 data points I don't think there's much hope. In that case, Your graph is probably it. Best, D. Booth
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This book seeks to fill a gap which exists in the UDL literature at present. Reflections on UDL implementation remain conceptual rather than practical and there is currently a thirst, among practitioners, for concrete examples of UDL implementation across disciplines and subject content. There is also currently very little literature examining the use of UDL in graduate education. The volume will offer case studies showcasing efforts towards implementation in both the undergraduate and graduate sectors.
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That's great to hear, Frederic Fovet. Would you like the full chapter by then? Or just the proposal?
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Greetings colleagues,
Has anyone implemented UDI in HE foreign language instruction? I'm also interested in digital technologies in this area for use in foreign language classrooms!
Thanks!
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Nice Dear Harshvardhan Singh
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Are you Canadian teacher involved in implementing a Universal Design for Learning initiative? Are you interested in scaling up your project to a whole school scale? This is a call for participants for a Canadian study examining the opportunities and . Ethics approval has been obtained at Royal Roads University. Please contact me to receive a formal invitation and details on the study. Thanks!
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Thank you
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The Third Pan-Canadian Conference will take place on Oct 2nd-4th. The first two Pan-Canadian Conferences took place in 2015 and 2017, in Montreal and Charlottetown respectively. The third will, this year, take place at Royal Roads University, in Victoria.
We hope that you will be able to join us. The call for submission was originally July 31st but is has been pushed back to August 25th to accommodate folks who contacted us, and were on holidays but wished to submit. We hope you will consider submitting something.
There are four streams within the conference and we welcome submissions from K-12 educators, post-secondary instructors, instructional designers and student affairs/ student services personnel. Submissions are accepted in both official languages.
The conference will be the occasion for the North American launch of the book entitled Transforming out Educational World through Universal Design for Learning, edited by Sean Bracken and Katie Novak. Several of the authors will be in attendance and will offer a panel during the conference.
The Keynote has also been announced and Bonnie Stewart will discuss the intersection of open education and UDL, in a talk entitled: Open for Whom? At the intersection(s) of UDL & Open Practice.
There was also considerable interest at the last conference at UPEI for creating a Canadian non-profit for the promotion of UDL. We are hoping to see this become a reality this time round and will facilitate round tables with a view to the creation of such a non-profit organization.
We look forward to hearing from you, and would be grateful if you would please considering sharing this announcement with your networks.
www.udlcanada.ca We thank BCcampus, our Gold Sponsor, and Blackboard ALLY, our Silver Sponsor, for their support.
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We have certainly worked hard at keeping registration cost for the conference at the very low end of what is currently charged in North American conferences. I am surprised by your perception.
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Neomodernism refers to a philosophical position based on modernism but addressing the critique of modernism by postmodernism. Postmodernism refers to a variety of artistic, cultural and philosophical movements that arose as a reaction against purists modernism. Postmodernism is marked by a recognition and acceptance of ethnic, sexual and cultural diversity, (or diverse artistic expressions) whereas modernism could only describe the alternate as the “other”. Various socio-cultural or political praxis and beliefs can ascribe to one of these philosophies. Neomodernism addressed the criticisms leveled at postmodern philosophy, namely that universalism and critical thinking are the two essential elements of human rights and that human rights create a superiority of some cultures over others. That is, that equality and relativism are "mutually contradictory". Neomodern architecture is a reaction to the complexity of postmodern architecture and eclecticism, seeking greater simplicity. Case in point, this project in video retains the basic plan form of vernacular Assam-type houses and elements, such as verandas, local materials, clerestory and windows for winter solar heat gain and summer ventilation, albeit in a simple neomodernist expression.
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Equity, universalism and or v/s human rights, relativism are somewhat an oxymoron school of thoughts. In design, an extended philosophy, various school of design thoughts have came up as contemporary architecture or design. It evolves and changes with time and peoples fads tend to change, sometimes eccentric modernism is also one of those. Some of these new ideas are sustainable, while others are not. The only thing that seems sustainable in the long-term is change and evolution itself. And, yes these school of thoughts
“equality and relativism” are indeed somewhat contradictory, and even controversial in some political and socio-cultural contexts. Design is by and large a resultant of socio-cultural, politics and economic praxis of the era manifested into tangible heritage forms. As such, many forms of contemporary design ideas will evolve as a reaction to the so called modern and post modern ideologies. Even design styles, forms, and philosophies that have little or nothing to do with the established school of thoughts will continue to emerge, and so it must!
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Is it helpful for the teaching of a foreign language?
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Thank you for your input! I have to support two of my pre-service students who are going to conduct a research project trying to improve secondary students' oral production by taking into account the Universal Design for Learning. That's why I'm trying to get all the information available to help them.
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Im a passionate qualified Interior Designer studying Future Design. I believe we should be doing more to homes then making it look appealing.
We should be looking long term especially council homes that people grow old in.
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Dear Morgan,
I also agree with involving councils in developing process. Based on my experience, the result will be more favorable and meets lots of residents needs. In addition, in case of universal homes, we shouldn't forget the local characteristics and limitations, such as climate, material, culture and even professionals and construction expenses.
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More than accessibility, more than Universal Design for Learning, how do you integrate social justice into your approach as an instructional designer or curriculum developer?
I'm thinking about integration into your approach to all content design, not just content related social justice.
For example, do you provoke your content experts ("SMEs") or wait for them to bring up social justice ideas? Do you even think about the relationship of social justice to your role as an instructional designer or curriculum developer?
Thank you for your thoughts!
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In building on Kareem's suggestion, one learning activity that works really well that can be included in the instructional design for developing critical thinking skills is the asynchronous debate. I have used it successfully in my teaching and my work was chosen from among hundreds of submissions worldwide to be included in award winning author's current text - Teaching Naked Techniques. I have included links to resources that elaborate more on these debates that I hope will be helpful for you.
Best regards,
Debra
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I am looking to do a research project centered around how individual with ADHD and mental illness are stigmatized, biased, and prejudiced against in higher learning institutions. I feel there is a need to address how behavioral aspects of these diagnosis-es are perceived in a negative light and are used against individuals in classrooms, on social media, learning interfaces, and with policies and procedures, that effect learning and employment outcomes.
I believe that most of it can be addressed through designing instruction with Universal designs of learning. And promoting positive ways individuals with the diagnosis of ADHD, bipolar, PTSD and others can become more than just productive members of society but able to contribute to jobs that are related to education, psychology, technology, math, engineering, and science.
There needs to be a shift in our society that addresses why the norm is actually not as conducive to individuals who have certain strengths and abilities in these areas, but are kept out due to how they are perceived or mis- perceived.
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Dear Beatrice,
Thank you very much for all your input. I have not found a lot of interventions suited to this particular question. However, I believe, Universal Design in Learning can address some of the factors. But I believe we have seen cases lately in the news where individuals are attacked with online behaviors through cyber attacks, doxing, and individuals using fake identities to bait, and emotionally abuse individuals with underlying depression, emotional issues.
And in regard to the disability resource, yes, I have already looked at that as an options. Possibly using a control group as well, and some sort of app to track behaviors online, not intrusively, but time on sites, phone calls, etc. Also, a possibility, is the use of a virtual app that would help others see mental illness, firsthand from an individual with mental illness's (not unlike experiencing arachnophobia) perspective, to gain insight, awareness, empathy, and compassion.
Not unlike individuals' who have Autism. Other types of mental illness have strengths and abilities that fit well with certain careers, and employers. Technology has made an avenue where, individuals can use another mode of communication, without, having to feel socially excepted, rejected, isolated, or marginalized from the workforce.
However, I believe it need to be addressed not unlike breast cancer awareness, with disseminating the "correct" information and addressing places that have policies and procedures that hinder hiring, accessing resources, being trained, or told they cannot work in a competitive workforce. Mindsets, such as the last, need to be challenged and looked at with how it impacts not just individuals with mental illnesses, but how it is damaging to the whole of society at large. It, for example, is not because a person has a mental illness, they are violent, there are other reasons for violence that play out in people's lives. The media, newspapers, and movie industry, helps to spread stigmas, and beliefs that trickle down to communities, and people that contribute to violence, taking advantage, and manipulating the same individuals with mental illness that seek out help.
Lastly, other disabilities are not looked at the same as individuals with mental illness. A physical disability is not the same and does not limit the individual from getting the same jobs. There is a lack of how all disabilities are perceived by society and dumped into the same bag, so to speak.
Quite a lot to think about and plan. I thank you all for the feedback and help. I enjoy corroborating and collaborating, helps me to focus my planning and address all factors, as well as see the whole picture.
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Have been working on this theme for a number of years.  Presented a couple of times at conferences.  Particularly interested in explicit overlaps between social justice work in Higher Ed and Sustainability.  Led a couple of projects linking Universal Design for Learning and Sustainability.  Also fascinated by the notion of 'sustainable teaching practices'.  Would be fun to create a community of practice.
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Thanks for the message. I'm working on a couple of publications myself. Let's see if we gather interest from others and if we can create momentum.  Perhaps co-publication?
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We are doing a study on “burnout syndrome among medical residents”. We have used a Maslach Burnout Inventory (MBI- 22 items ) tool for assessing it.
Burnout syndrome is usually assessed in 3 dimensions: 1) emotional exhaustion (9 items), 2) depersonalization (5 items) and 3) personal accomplishment (8 items).
And there are defined norms for categorizing each of the dimensions as low, moderate and severe.
Please advise, is there a way to combine the three dimension into an unidimensional approach to assess burnout as (yes or no). Hope this is clear. Thanks in advance. -nithya
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Morning, Joseph,
I think it is hard to say what is moderate/low/high, since it depends on the person (e.g. extraversive vs introversive), sphere of work (working with different types of patients), and, probably, time of work (in our university in May is a lot of work and exhaustive contacts with students, as compared to August). The best you can do, is to make:
1. Comparison to other similar organizations and show that it is better/worse than average,
2. You can also include other factors such as "job satisfaction". In this case you can say that "It was (not)enough to people retain their job satisfaction". 
Concerning you second part of the question:
Staatisticall you can do it. You need to make a confirmatory factor analysis and argue that burnout is a complex construct rooted in three dimensions. When you asses each dimension, you aggregate items to three factors. Factors can, theoretically, be also aggregated, but (!) take care of their nature. It sounds for me that they are FORMATIVE (not reflective) for the overall contruct of Burnout. Single items are reflective for dimensions.  But whether the dimensions are reflective - I am not sure. Look in the literature. 
If I were you I would apple either Structural Equation Modelling in AMOS or SMARTPLS. The last one works with the PLS algorithm, the old version os free for researchers and (!ta da!) it works with formative items.
So my answer is rather "yes", you can do it. You can show the influence of burnout on your dependent variable.
Best,
Eugene
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does universal design accommodate all needs for people with disabilities
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As with other comments, universal design is not disability design per se. It should accommodate people from birth to death and all the different events,( physical, social, emotional, cognitive) that can happen to people either from birth or during their lives. UD is about all design, not just the built environment. The Engineering Design Centre at the University of Cambridge (UK) has done a lot of work on product development. The European organisation AAATE talks of UD and assistive technology as being on a continuum. At one end designs of generic things cater for most situations and people and at the other end is specialised designs and technology to suit individuals. What is often required is a mix of both. Classic example is that a ramp cannot make a person walk, but a ramp facilitates access on the ramp. Conversely, a wheelchair can make a person mobile, but not if the only access is a flight of stairs to negotiate. You need the ramp and the wheelchair.
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While RCTs may not always be possible, I suspect there are often missed opportunities (through routine ward refurbishments for example) to prospectively evaluate the effects of design improvements on patient outcomes and processes.
 I am particularly interested in instructive (preferably published) examples of novel research designs and techniques (simulation, participatory methods, continuous monitoring technologies etc) that may have been used in this context.
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I don't know if can say that ti's new or innovative, but you can use the "ergonomic work analysis". It's a methodology use in "activity centered ergonomics". It's possible to find how it works in 2 books : Marie St-Vincent, Nicole Vézina, Marie Bellemare, Denys Denis, Elise Ledoux, Daniel Imbeau "Ergonomic Intervention" :  http://books.irsst.qc.ca/ergonomics/ and GUERIN (François), LAVILLE (Antoine), DANIELLOU (François), DURAFFOURG (Jacques), KERGUELEN (Alain) "Understanding and transforming work. The practice of ergonomics" http://www.anact.fr/portal/page/portal/web/publications/NOTINMENU_affichage_document?p_thingIdToShow=841360
Both are very complete and very informative