UDL Mindset and Implementation Into Online Graduate-Level Training and Development Curricula

Introduction

This chapter explores two faculty members' implementation of Universal Design for Learning (UDL) in two graduate programs to strengthen each program’s learning outcomes (Pace & Schwartz, 2008). The overarching goals of the two programs, which are Master’s degree programs in Educational Technology and Workplace Training, include skill and professional development focused on learning design, training delivery, and technology integration for the training profession. Additionally, the intent to design inclusively for all students was central to these faculty members’ motivation for improving UDL integration across the curricula (Nieves, Moya & Soldado, 2019). While both programs are somewhat different in terms of specific courses, the overarching goal of the programs is the same—to produce qualified trainers and leaders in training and development. As the training and development industry evolves, both faculty members also identified a need to advance the mindset of their respective students and explored how to create experiences that would promote a UDL mindset and philosophy (Fovet 2020; Morra & Reynolds, 2010) in learning design practice.

Both faculty members first identified ways to create opportunities for their students to engage in thinking around workplace development and training with a UDL mindset (Bartlett & Ehrlich, 2019). Following mindset development, the faculty members determined actionable skills to put UDL-focused instruction into action that could model UDL integration practice for future use in workplace practice (Gronseth & Hutchins, 2020). The chapter outlines a staged approach to intentional UDL integration also focusing on the value of the development of a UDL mindset. Additionally, UDL instructional strategies and technology tools that support online learning in these programs, are outlined.

Below is a proposed framework used in this case study to examine how UDL was and can be phased in terms of understanding and implementation. This case study reflects the journey and efforts of two faculty members to develop curricular experiences around UDL in their existing workplace training curricula (Pace & Schwartz, 2009). Additionally, the actions taken by both faculty members are highlighted to demonstrate actions taken to increase intentional design for UDL implementation.

Implementation of UDL is not a new effort, as UDL has been around for decades (Rose, & Meyer,2002). However, with the increase of online programs, the opportunity to apply UDL in online experiences has emerged, particularly with regards to the demand for flexible learning in online spaces which UDL can support (Al-Azawei, Serenelli & Lundqvist, 2016). Additionally, when increasing inclusive design efforts, UDL can serve as a framework to improve the effectiveness of UDL to support learning outcomes within online courses, programs, and organizations (Scott, Temple, & Marshall 2015). This chapter outlines how learning and instructional design can be advanced through inclusive design both in the academic setting, as well as the organizational training environment (Suwannawut, 2019).

This paper is an overview of two graduate-level programs (Master’s degree) focused on workplace training and development. This paper aims to further highlight the purposeful development required to engage learners in knowledge building around UDL to support instructional design (Lock, Johnson, Hanson, Liu, & Adlington 2019). The faculty featured in this case study engage in coursework development, as well as program-wide design to align their courses with UDL principles to support diverse learners (Suwannawut, 2019). The intentional implementation of UDL has led both faculty members to greater engagement with UDL as a tool for developing mindset, in and out of the graduate classroom (Fovet, 2020).