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UDL Principle 1

Page history last edited by Susanne Croasdaile 14 years, 1 month ago


How can Web 2.0 technologies help support the 3 principles of UDL?


UDL Principle 1 supports Recognition Brain Networks

The “what” of learning

Provide multiple means of representation:

· Provide multiple examples

· Highlight critical features

· Provide multiple media and formats

· Support background context






How can wikis help?

  • Educators can post text, graphics, video, voice/sound files, and interactive applications to show concepts, skills, and facts in different ways
  • Students can use posted and in-class examples as a springboard to creating and posting their own examples to clarify information for themselves and their peers
  • Where textbooks cover everything, a wiki can focus on only the essential skills and knowledge of the SOL, providing a forum with a laser-like focus on the critical information of the course
  • Hyperlinked text and graphics can link to background information located elsewhere on the web (Slate and Wikipedia do this all the time); students can ask themselves, “what does that mean?” and simply click on the prior knowledge concept to follow a link to an explanation
  • Writing: Students can write and revise in a wiki without fear of losing anything meaningful. This is because wikis archive, a term that means previous versions are saved (although hidden from public view) and can be retrieved at a later date in case someone says, "uh-oh, I didn't mean to do that!" or realizes that their editing has taken them down a path they don't like. Say goodbye to multiple saved drafts!
  • Writing: Students can publish their writing in a public forum and offer two different ways for interaction with their audience (of peers, of instructors, of anyone!). First, readers can use the "comment" feature to share their compliments, reflections, concerns, additions, whatever. Second, if the student provides access to another writer, that writer can go into the text and make additions or changes, post questions, add counterpoint, etc. This is safe due to the restricted access (each potential writer has to be given access) and the archive function (see previous bullet) which allows writers to instantly restore a previous draft.
  • Highlight critical features with wikis by posting written examples, then using highlighting, bold text, italics, hyperlinks to directions, supports, or examples of things that are important to understand.
  • Provide multiple examples using wikis by frequently posting examples of authentic writing when the opportunity arises—which is all of the time! 


How can podcasts help?

  • Video (vodcast) and voice (podcast) recordings can provide anecdotes and stories related to essential skills and knowledge that would be unwieldy to type
  • “On the go” format (downloaded podcasts) allows educators to offer students options for more educational stories, anecdotes, and explanation than fits into a typical lecture-format class
  • Students who have difficulty accessing large amounts of text can listen and/or watch to access information
  • Students can access “lectures” on prerequisite information and skills (prior knowledge) on an as-needed basis; this supports the goals of scaffolding and differentiation in the classroom when one or more students lack significant amounts of prior knowledge
  • Writing: Students can use voice recordings to prewrite (also click here), rewrite, and check for tone. For content area writing assignments, these informal "writer's drafts" serve as good reviews of content for the student and for others. For formal essay writing, one teacher shared that his students practiced "code switching" by speaking with a British accent as it cued them to change from their informal, street speech to one more formal and appropriate to formal writing. This can be used when prewriting with voice! Try Jott or another speech-to-text program to use both the sound file and the written file.
  • Writing: A brief PhotoStory is a good way to get a prewrite done. Use images, graphic organizers (from WordInspirationWebspiration or any other mind mapping application), or PowerPoint slides saved as .jpg files as the graphics, then use voice over to sculpt the writer's reflections on direction for the work. Also useful for offering meaningful peer response--who wouldn't be more invested in offering feedback if they were making a movie! 
  • Provide multiple examples using podcasting by having students record “think-alouds” for their writers’ drafts.
  • Highlight critical features using podcasts by having students record their thoughts on an important aspect, e.g., word choice or conflict…then have others listen and share as intros or reviews during class sessions.


How can blogs help?

  • Educators can offer information in most of the same diverse ways as indicated above in the section on wikis (text, graphics, video, voice/sound files, and links to interactive applications)
  • Easy, responsive method of addressing prior knowledge issues that arise during each day and might be addressed online at night
  • Searchable format can be indexed into major and minor topics
  • Provide multiple examples using the frequently updating blog format by adopting/showcasing different “voice” on different days.
  • Highlight critical features using blogs by having a “critical feature” of the day or week that addresses specific components of written work through examples.


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