Transforming higher education through universal design for learning. An international perspective.

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Sonst. Personen	Bracken, Seán (Hrsg.); Novak, Katie (Hrsg.)
Titel	Transforming higher education through universal design for learning. An international perspective.
Quelle	London: Routledge (2019), vi, 357 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-0-8153-5472-7; 978-0-8153-5473-4; 978-1-351-13207-7
DOI	10.4324/9781351132077
Schlagwörter	Bildung; Erziehung; Kognitiver Stil; Bildungsplanung; Integrative Schule; Lernumgebung; Unterrichtsorganisation; Inklusion; Design; Hochschulunterricht; Hochschule; Aufsatzsammlung; Organisation; Institution
Abstract	Providing insight into the background, theory and practical applications of Universal Design for Learning (UDL), Transforming Higher Education through Universal Design for Learning: An International Perspective examines and shares best practice in UDL implementation worldwide to provide strategies for strengthening student accessibility, engagement and learning outcomes through the development of flexible learning environments. Drawing upon insightful, research-based contributions from educators and student service specialists in Australia, Belgium, Brazil, Canada, Ireland, Israel, Norway, South Africa, Spain, the UK and all across the USA, this book: considers diversity in the form of disability, minority ethnic groups, gender identities, first generation university students and varying socio-economic backgrounds; brings together key thinkers and actors in the field of UDL and expertly maps its practices to the higher educational domain; explores the multiple means of representation, expression and engagement that combine to create a successful UDL framework. Each chapter not only provides a different perspective of how UDL has helped meet the needs of all students to ensure that education is accessible, culturally responsive and socially just, but also considers how this can then be implemented into higher education environments the world over. This book is a crucial read for those who want to make a positive difference in higher education provision and outcomes. Contents: Cover; Half Title; Title; Copyright; Contents; About the contributors; Foreword; Introduction: Universal Design for Learning: a global framework for realizing inclusive practice in higher education; Section 1 UDL and strategic leadership: a whole university approach to inclusive practice; 1 Universal Design for Learning -- license to learn: a process for mapping a Universal Design for Learning process on to campus learning; 2 From national policy to university practice: developing an inclusive learning environment within and beyond the United Kingdom. 3 Universal Design for Learning and strategic leadership: a whole university approach to inclusive practiceSection 2 Working in partnership with key stakeholders to engage all students; 4 Transforming the professor: motivating university students in every discipline through design; 5 The transition to higher education: applying Universal Design for Learning to support student success; 6 Using professional learning communities to redesign learning environments in HEIs; Section 3 Facilitating multiple identities and student engagement. 7 Instructional design with UDL: addressing learner variability in college courses8 UDL in apprenticeships and career training programs that serve youth with untapped talent; 9 Pedagogy of seasons and UDL: the multiple temporalities of learning involving the university as a whole; 10 Not just about disability: getting traction for UDL implementation with international students; Section 4 Transforming learning: redesigning curriculum, format, content and practice; 11 Transforming teaching and learning in HEIs: impacts of UDL on professional development of university lecturers. 12 Cognitive accessibility: stretching the boundaries of UDL in higher education13 From teaching content to teaching students: UDL as a vehicle for improving curriculum and praxis design; 14 Integration through collaboration: building strategic faculty partnerships to shift minds and practices; 15 Creating synergies between UDL and core principles of the European Higher Education Area in planning for pre-service teacher education; 16 Developing assessment and feedback approaches to empower and engage students: a sectoral approach in Ireland. Section 5 Providing access to learning for all: enabling inclusive learning through digital literacy and technologies17 Restructuring the blended learning environment on campus for equity and opportunity through UDL; 18 Promoting digital access and inclusivity in open and distance learning in South Africa: a UDL approach; 19 UDL, online accessibility, and virtual reality: designing accessible and engaging online courses; Conclusion: Universal Design for Learning: a global framework for realising inclusive practice in higher education; Index.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2022/2