CPACC: Universal Design for Learning

What does the Engagement principle address? - Provide multiple means of Engagement (Affective Networks: The "WHY" of learning) Instructors should provide options for: • Recruiting learners' interest • Learners to sustain their efforts • Learners to self-regulate Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential. What are the checkpoints of the Engagement guideline: Recruiting Interest? - "Spark excitement and curiosity for learning." CHECKPOINT 7.1 Optimize individual choice and autonomy CHECKPOINT 7.2 Optimize relevance, value, and authenticity CHECKPOINT 7.3 Minimize threats and distractions What are the checkpoints of the Engagement guideline: Sustaining Effort & Persistence? - "Tackle challenges with focus and determination." CHECKPOINT 8.1 Heighten salience of goals and objectives CHECKPOINT 8.2 Vary demands and resources to optimize challenge CHECKPOINT 8.3 Foster collaboration and community CHECKPOINT 8.4 Increase mastery-oriented feedback What are the checkpoints of the Engagement guideline: Self Regulation? - "Harness the power of emotions and motivation in learning." CHECKPOINT 9.1 Promote expectations and beliefs that optimize motivation CHECKPOINT 9.2 Facilitate personal coping skills and strategies CHECKPOINT 9.3 Develop self-assessment and reflection What does the Representation principle address? - Provide multiple means of Representation (Recognition Networks: The "WHAT" of learning) Instructors should provide options for: • Perception through different modalities • Language and symbols • Comprehension through the design and presentation of information that builds scaffolds for knowledge Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.. What are the checkpoints of the Representation guideline: Perception? - "Interact with flexible content that doesn't depend on a single sense like sight, hearing, movement, or touch." CHECKPOINT 1.1 Offer ways of customizing the display of information CHECKPOINT 1.2 Offer alternatives for auditory information CHECKPOINT 1.3 Offer alternatives for visual information What are the checkpoints of the Representation guideline: Language & Symbols? - "Communicate through languages that create a shared understanding." CHECKPOINT 2.1 Clarify vocabulary and symbols CHECKPOINT 2.2 Clarify syntax and structure