Beyond Universal Design for Learning
Many discussions in preparing this resource focused on applying Universal Design for Learning (UDL) principles in the OER selection and adoption process. However, it became apparent that contrasting definitions and understandings of UDL are applied distinctively in different disciplines, impacting what adopters consider when curating resources.
What is UDL?
Universal Design for Learning guidelines are centred on three principles: Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action and Expression. These principles make up Version 2.2 of UDL. CAST has launched consultations with community members and plan to release an updated Version (3.0) of the framework in the summer of 2024.
How does UDL connect to OER?
For some faculty and instructors, discussions demonstrated that simply choosing to use OERs in their classrooms or supporting their use with their learners is an indication of applying UDL frameworks in their pedagogy. Broader aspects of how learners would or could engage with these materials were not often a consideration in adoption choices. In some instances, faculty encouraged learners to create and share their own open educational resources as part of classroom activities or assignments.
On the one hand, engaging learners in the process of creating OERs can align with the Multiple Means of Action and Expression principle of UDL, and on the other hand, having OERs adopted in courses can support Multiple Means of Engagement and Multiple Means of Representation principles.
Building in Wayfinding
Building wayfinding into OER materials also enhances their accessibility. Wayfinding helps navigate new course resources effectively and models inclusive usage and citation of content. Some applied examples include suggestions on how to use this work in the front matter of a Pressbook. Learners are directed towards opportunities for direct use and application, which can support their learning and scope of research they are exposed to and engage with in educational spaces.
Making Accessibility Visible
Some of the resources consulted for this project provided guidance emphasizing OER accessibility and expectations for those using assistive technology or tools. This contributes to enhancing accessibility and promoting the visibility of accessible choices in OER adoption. This also helps inform and impact learners’ experience and other instructors’ pedagogical decisions in their educational spaces. One of the OERs adopted by faculty included a section on visual culture and accessibility—only one of two direct references to accessibility found as part of the pedagogy and content of resources reviewed for this project. Insufficient focus on accessibility in OERs demonstrates a need for this project and ongoing awareness of implementing accessibility in resource content and OER adoption considerations.
Considering accessibility throughout the OER content development process can influence pedagogical decisions. Faculty members have emphasized the critical significance of accessibility awareness in OER development and curation. They underscored that accessibility considerations enhance the effectiveness of OERs, the sharability of information in their Pressbooks, and the reach of resources in ways that can engage learners.
Transparency
Transparency was another aspect of the wayfinding piece that emerged in discussions about essential accessibility considerations in adopting OERs. Involving learners in the discussion about why an OER was adopted over a textbook boosts transparency regarding the instructors’ pedagogical values and their application in activities, assignments, and learning objectives in the educational space.
Different Ways to Adopt Resources
Faculty and staff have proposed different ways to adopt OERs. Some chose to curate resources within the confines of an organized Pressbook. In contrast, others elected to provide an overview of available resources in their discipline and incorporated them into their learning management systems. Accessibility proved influential in either method of sharing information, and the importance of wayfinding in either approach was reinforced so long as learners knew where to find the material and how that material would be employed at different times of the semester, assisting with engagement and use of material.
However, from an instructor’s point of view, especially if one was in a team-teaching situation, OERs were often considered as more reactive and flexible to pedagogical needs. Therefore, sharing and curating resources in an easily accessible space, such as a shared folder on an institutional shared space, where resources could then be placed into modules in the learning management system as necessary could allow for pedagogical adaptability, student interaction, and feedback. This is especially true if one teaches in a discipline where information changes quickly, like health care or popular culture.
Conducting Equity Audits of Resources
One strategy employed in a Health Science course was having a research assistant conduct an equity audit of OERs available for adoption. These included Pressbooks and downloadable modules that could be embedded in learning management systems. This equity audit examined the content of the resources to ensure inclusivity, modeling the topic of the course: “Diversity and Health.” The audit covered topics on resources, including Indigenous health, homelessness, trauma-informed practices, 2SLGBTQ health, racism and health care, and ageism.
One identifiable gap in health resources emerged during conversations with faculty members addressing disability and ableism in health care. This interesting and well-predicted discovery underlines the importance of a project and resource like this one. As the discourse on gaps in accessibility resources and lack of disability representation in adopted resources within higher education becomes more intricate, advocating for more inclusive resources becomes more pronounced.
A similar gap is evident in social justice picture books learners use as part of the open pedagogy model in Junior Intermediary Language Arts. This project uses the justice principles mentioned previously in this resource. However, faculty have acknowledged that even with updated lesson plans to address new curriculum expectations, accessibility and disability awareness require additional attention; a gap is evident in the literature.
“Bullying based on facial differences” serves as an example of discussions of disability in this resource. Each lesson provides Individualized Education Plans (IEPs), demonstrating the centrality of accessibility in current conversations on curriculum. However, the pivotal importance of accessibility and inadequate considerations are still evident in decisions made regarding OER adoptions. Moreover, the adoption of OERs plays an indispensable role in initiating discussions about accessibility in the academy. Learners engaging in OER content begin to recognize the value and significance of these conversations.
Content Warnings
Content warnings are essential in OERs since some resources can include content that may prove activating for learners. Employing content warnings is an inclusive and trauma-informed pedagogical practice that acknowledges that the material in the resource needs to be addressed in a supportive manner so as not to perpetuate potential harm. This is a meaningful conversation to have with learners engaging with adopted material. Course activities can include an overview of areas where curated resources may need additional context or subsequent support to ensure accessibility for learners with different lived experiences. The need for inclusive language is addressed later in this resource as a foundational part of accessible language choices.
