Instructional Design Artifact 2

Below, you will find my instructional design notes for a class session on Universal Design for Learning in a graduate course on college teaching. To design this session, I used a Dick and Carey framework and embedded a modified version of Gagne’s “Nine Events of Instruction” inside of that framework along with walking through TPACK and Technology Integration Planning. I went with Gagne’s model because I needed to take a direct instructional approach in this session. The reason for the direct approach was due to the students in the course being completely unaware of these concepts. This session was presented face-to-face and used the LMS to provide supplementary materials.

Identify Instructional Goals

• Expose co-learners to UDL

• Give co-learners examples of how they can implement UDL into their classes

• Expose co-learners to the different types of students out there

  • Alternative definition of what it means to be diverse

Entry Behaviors

• Traditional to non-traditional graduate students.

• Various majors

• About to successfully complete College Teaching

  • Though not packaged as UDL.

  • Been exposed to a lot of the pedagogy behind UDL

Performance Objectives

• Co-learners will be able to define and describe UDL

• Co-learners will be able to identify ways they can incorporate UDL into lectures, discussions, and assessments

• Co-learners will be able to identify ways of using UDL to reach students with Psychiatric and other Invisible Disabilities

Develop Instructional Strategy (Gagne, Nine Events, modified)

Gain Attention

• Why is UDL important?

  • Learners becoming more diverse

  • Ex. growing number of "wounded warriors"

  • OCR complaints

Inform Colearners of Objectives

• Put up my lesson plan

Prior Information

• Class discussion

• Define UDL

• Disability

• Accommodation

Present Information

• "Lecture"

  • Define the differences in learners

    • Three UDL principles

      • Multiple Means of Representation

      • Multiple Means of Expression

      • Multiple Means of Engagement

  • Tie back to strategies talked about in class

    • Chickering and Gamson

Provide Guidance

• Examples of UDL

  • Lecture

    • In-class examples

      • Assign designated notetakers at the beginning of the session for the rest of the class

      • Lesson Plan, PPT slides, and lecture up in D2L at the end of the lesson

  • Discussion

  • Assessment

    • Downfalls of objective and traditional assessments

    • Project-based assessments and portfolios

• Psychiatric and Invisible Disabilities

Elicit Performance/Assess Performance/Enhance Retention and Transfer

• One way to integrate a principle or two of UDL into their own courses

Provide Feedback/Assess Performance

• Group Discussion of examples given by co-learners

• Ideas for enhancement by fellow co-learners

Develop and Select Instructional Material

• Notes taken by assigned classmates and shared with the rest of the class

• Lesson Plan, PPTs, and Lecture up in D2L

  • Lecture done with lecture capture before the start of class

  • Play in class

  • TPACK and TIP

    • Technology

      • Limited technology use

      • Might have been too distracting last time

    • Pedagogy

      • Creating something new to take back with them

      • Dick and Carey Instructional Design Model

      • Limited amount of lecture

      • Elements of social and experiential learning

    • Content

      • Class on UDL in previous masters' program

      • Multiple discussions with MSUB DSS

      • Work with E-Learning folks

      • Attended sessions by MSU lawyer

      • Comfortable talking about UDL

    • Relative Advantage

      • Live lectures/presentations tend to go long

      • A potential example of a "flipped" classroom

        • Ideally "lecture" would be listened to outside of class

      • I can come off as a better speaker

      • Time management

      • Materials available to co-learners after the session

    • Objectives

      • See above

    • Instructional Supports

      • Bring your own SMARTBoard cable for your laptop

      • Set up Remote Desktop on laptop

        • Control with iPad if necessary

        • Consider Bluetooth Keyboard and Mouse

      • Back up for SMART Board

      • Present using own computer

      • Be prepared for a lack of Internet access

    • Prepare the Learning Environment

      • Students won't be required to use technology so much

      • Prepare course materials for D2L course shell transfer

    • Implement

    • Evaluate

      • See below

Develop and Conduct Formative Assessment

• See above

Evaluate