Codesigning Learning Environments Guided by the Framework of Universal Design for Learning: A Case Study

Autor/inn/en	Zhang, Ling; Jackson, Haidee A.; Yang, Sohyun; Basham, James D.; Williams, Cassandra H.; Carter, Richard Allen
Titel	Codesigning Learning Environments Guided by the Framework of Universal Design for Learning: A Case Study
Quelle	In: Learning Environments Research, 25 (2022) 2, S.379-397 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-021-09364-z
Schlagwörter	Instructional Design; Educational Environment; Access to Education; Student Needs; Case Studies; Elementary School Teachers; Elementary School Students; Teacher Attitudes; Learner Engagement; Educational Practices; Positive Attitudes; Instructional Improvement; Inclusion + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Education; Access; Bildung; Zugang; Bildungszugang; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungspraxis; Unterrichtsqualität; Inklusion
Abstract	Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all students. The implementation of UDL often requires proactive considerations of learner variability and iterative instructional designs that meet emergent student needs in a learning environment. This article focuses on a case study with a concurrent mixed-methods design that explored how a codesign process involving researchers, an educator, and students evolved to facilitate the implementation of UDL in an elementary classroom. An elementary educator and 25 students participated in the study. Quantitative and qualitative data collected from observations, interviews, and repeated measurements of student engagement were analyzed to track changes in the educator's instructional designs, attitudes toward UDL implementation, and student engagement. We identified an improvement in the educator's UDL-aligned instructional practices and positive attitudes toward using student perception data to inform instructional improvement through the codesign process. Opportunities and challenges with respect to the UDL implementation were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01