Using Universal Design for Learning to Optimize Flexibility in Assessment and Class Activities While Maximizing Alignment With Course Objectives

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Author(s): Frederic Fovet (Royal Roads University, Canada)
Copyright: 2020
Pages: 24
Source title: Optimizing Higher Education Learning Through Activities and Assessments
Source Author(s)/Editor(s): Yukiko Inoue-Smith (University of Guam, Guam)and Troy McVey (University of Guam, Guam)
DOI: 10.4018/978-1-7998-4036-7.ch007

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

Diverse learners are increasingly present in higher education (HE) and now represent a significant percentage of the student body. HE pedagogy has not always evolved rapidly enough to meet the expectations of non-traditional learners, and there is at present, at times, a distinct clash of culture. The new for pedagogical renewal is particularly felt in the area of classroom activities—with the traditional lecture increasingly under criticism—and assessment. Universal design for learning (UDL) is appearing increasingly promising in this landscape, but there remain doubts, for many faculty members, as to how one can inject more flexibility into classroom activities and assessment without affecting standards or learning objectives. This chapter will examine a phenomenological exploration of the ways UDL serves as a convenient framework for reflection on the transformation of classroom activities and assessment.

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Using Universal Design for Learning to Optimize Flexibility in Assessment and Class Activities While Maximizing Alignment With Course Objectives

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