Questions related to Universal Design
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.
Could you please fill out the attached questionnaire to help us taking the right decisions regarding the principles of Universal Design
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:
- 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).
- 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.
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.
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!
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!
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.
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.
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.
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!
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.
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.
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
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.