What We Learned
1. UDL is a Reflective, Interactive Process
After considerable discussion, we learned that the UDL process is most effective when it is approached not as a rigid method of curriculum development but as an interactive reflection process of discussion about course goals, objectives, learning outcomes, assessments, and material. This helped us make clear the links between all these curricular elements. Creating a visual map of the relationships is very helpful in the design process. It is also helpful in the evaluative process during and after course delivery. While we might have stumbled upon the correct mix and emphasis without it, UDL enabled us to make a disciplined, rigorous examination and analysis of our curriculum and teaching pedagogy.
2. Multiplicity is Foundational to UDL
“I enjoyed learning from different teachers that all had their own specialties to share; they were all so interesting.”
While we understand that we learn in multiple ways in our curricular design, as many university teachers are not trained classroom instructors, we often don’t support multiple ways of learning, engaging, or representing knowledge. We resort to what works for us. While this is a good foundational practice, it does not often translate into engaging student courses. What worked for us as learners two or three decades ago may not work for students who are of a different or younger generation. What a UDL-informed approach to curricular development does is force us to think beyond the course content, to make clear the pedagogical links between course objectives, assessments, and materials, as well as to engage with the notion of multiplicity in each of these important elements.
3. IK and UDL are Compatible
We found that UDL and Indigenous Knowledge can work together well and create an effective learning experience for students, which will lead to improved curriculum and delivery by instructors. Both UDL and IK ask us to focus on the learning experience and to recognize its inherent humanness. As a human experience, learning is a multi-faceted experience. Effective teaching requires a recognition of this important element and the development of multiple ways of presenting material, engaging with students, presenting student learning, and assessing learning.
4. UDL Keeps our Eyes on the Ball
A UDL-informed process keeps the students at the centre of the conversation. We were always cognizant of our students. For example, students in the fall, winter, or summer semesters on the Peterborough campus, the Durham campus, and in the online offering were all different. We were challenged to create a course that was timely, engaging, and relevant in all three teaching environments. UDL facilitated our conversations and enabled us to build a curriculum that recognized the differences. UDL has also helped to effectively respond to an inquiry frequently shared by our students:
“Why is this the first time I am learning about this?”
