Universal Instructional Design Implementation Guide

The

Universal Instructional Design

Implementation Guide

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

Credits

Written by:

Jaellayna Palmer

Project Manager and Instructional Designer

Universal Instructional Design Project

Teaching Support Services

University of Guelph

Aldo Caputo

Manager

Learning Technology & Courseware innovation

Teaching Support Services

University of Guelph

Doug Schaefer

Graphic Designer

Teaching Support Services

University of Guelph

Funded by:

e Learning Opportunities Task Force

Ministry of Training, Colleges and Universities,

Government of Ontario

2002-03

Acknowledgements

Teaching Support Services would like to acknowledge and oﬀer thanks to the following contributors to this

project:

• e Learning Opportunities Task Force, Ministry of Training, Colleges and Universities, Government of

Ontario, which provided funding during 2002-03.

• Linda Yuval, Research Assistant for the UID project, and her advisor, Professor Karen Korabik,

Department of Psychology, University of Guelph.

• Personnel within the Centre for Students with Disabilities, and the Learning Commons, University of

Guelph.

• Professors and TAs who participated in our course projects.

• Students who volunteered to participate in the UID project and who provided their feedback.

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

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Table of Contents

Universal Instructional Design ...................................................................................................................... 1

Universal Instructional Design Principles (Poster) ........................................................................................ 4

UID Principle 1 .............................................................................................................................................5

UID Principle 2 .............................................................................................................................................6

UID Principle 3 .............................................................................................................................................7

UID Principle 4 .............................................................................................................................................7

UID Principle 5 .............................................................................................................................................8

UID Principle 6 .............................................................................................................................................9

UID Principle 7 .............................................................................................................................................10

References .....................................................................................................................................................12

APPENDIX: Worksheet ...............................................................................................................................13

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

Universal Instructional Design

What is Universal Instructional Design?

e term “Universal Design” originated in the physical world, where domains such as architecture and industrial

design have endorsed goals for their designs that include ﬂexibility, consistency, accessibility, explicitness,

and supportiveness. UID applies these very same principles to teaching and learning. UID is not just about

accessibility for persons with a disability – it’s about truly universal thinking – considering the potential needs

of all learners when designing and delivering instruction. rough that process, one can identify and eliminate

barriers to teaching and learning, thus maximizing learning for students of all backgrounds and learner

preferences, while minimizing the need for special accommodations and maintaining academic rigour.

Why Consider UID?

As we know from our own experiences, and research, a variety of

factors aﬀect a learner’s ability to learn, such as a learner’s preferred

strategies or styles.

Some students learn best when:

• using visual materials

• engaging in hands-on learning

• watching or listening

• working individually

• working in groups

• using creative thinking: dealing with ambiguous problems

• using linear thinking: dealing with concrete information

Social and psychological factors that impact learning can include:

• being in an unfamiliar culture

• having major life commitments outside academic life

• anxiety or stress disorders

Physical or cognitive barriers that impact learning can include:

• physical condition such as hearing or vision loss, or mobility impairment

• a learning disability

Learner preferences/strategies

Social/psy

chological fac

tors

Physical/cognitive functioning

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

UID as a strategy considers the potential needs of all learners in the design and delivery of instruction. While it

would be undesirable, not to mention impossible, to design individual instruction for this matrix of possibilities,

UID oﬀers strategies that remove barriers and provide ﬂexibility to enable students to access learning in ways that

make sense for them.

UID is consistent with universally-recognized principles of good teaching (Chickering & Gamson) that have been

proven to enhance learning for all students, and it has been demonstrated by research at the University of Guelph

to create conditions conducive for learning (UID project research report). Finally, it helps us meet the spirit of

emerging legislation on accessibility, and minimizes the need for special accommodations.

We realize that in the practical world there may be limits to what you or your educational institution can do. We

also recognize that some changes will take time, no matter how much you may support them. erefore, we oﬀer

this implementation guide to help you move forward in a manner appropriate for your own working environment.

The History of UID at Guelph

In 2002 the University of Guelph, through Teaching Support Services (TSS), received funding from the

Provincial Government’s Learning Opportunities Task Force to undertake a study of Universal Instructional

Design (UID) principles.

We began with the central premise of UID – that when courses are developed and presented in keeping with these

principles then the learning of all students (including those with disabilities) is enhanced. We also began with

these assumptions and related questions:

• Sometimes there are barriers to pursuing one’s education – can these be reduced?

• People have a variety of needs and capabilities – can this be the basis for inclusion rather than exclusion?

• Diversity is good and desirable – can this be anticipated and even encouraged?

• UID principles beneﬁts all our learners – can we systematically apply UID principles to our teaching and

learning experiences?

Sue is visually impaired and has an assignment to critique a journal article on reserve in the

library. rough her entitlement to individual accommodations, she is provided with someone

to read her the article or perhaps to transcribe it so that it can be read to her through JAWS.

Applying UID principles, the professor might do one or more of the following: (1) provide

a link to an electronic version of the article; (2) provide an audio clip; or (3) allow students

to select their own articles for the assignment. As a result, access has been improved for

all students, including Joe (who is ill at home) and Mary (who is mature student away on a

business trip).

Robin is hearing impaired and attends an economics class in a large lecture hall. e professor

asks students to form in-class discussion groups. Robin is disadvantaged because he cannot

discriminate sounds within the auditory chaos. Also marginalized is Terry, in a wheelchair in

the back row, and Sherri, a student with a learning disability who needs time to formulate her

ideas. Applying UID principles, the professor might instead do one or more of the following:

(1) suggest questions for consideration in advance of the class; (2) provide an asynchronous

electronic forum for student contributions; or (3) use class time to debrief and then give

students time in class to write a one-minute reﬂective paper.

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

Our methodology involved action-research, and included these major components:

• Articulate UID principles based on principles already established in the physical realm (architecture, city

planning, etc.).

• Select professors and courses willing to use UID principles in making changes to curriculum, materials

and delivery. Oﬀer them ﬁnancial, technical and pedagogical support.

• Assess the eﬀect on students, professors, teaching assistants and others impacted by these changes.

• Share successes, results and lessons-learned with the broader community. is has been happening

through dozens of presentations and workshops throughout North America and now through this

manual.

How This Manual Has Been Designed

We do not claim to have all of the answers, to know your organization’s present situation or resources, or to know

your individual role. erefore, we suggest that you use this Implementation Manual as a guide to assessing your

current situation and to making solid, concrete plans following consultation with others.

We are also working from the premise that within your daily interactions with students (whatever your role)

you are already modeling many aspects of "good practice." We encourage you to use your own strengths as your

starting point.

is guide is written from the perspective of the Seven Principles of Universal Instructional Design as articulated

at the University of Guelph. You will ﬁnd every Principle explored through the following structure:

1. A narrative explanation of each principle, placing it within the greater context of UID as a larger discipline.

2. Guiding questions designed to help you reﬂect on the principle with respect to your own teaching.

3. A number of examples showing what professors, teaching assistants and others are already doing at the

University of Guelph.

4. Questions to ask students and other forms of evaluation you may use to assess the impact of any changes.

5. e Appendices include two worksheets:

a. An Implementation Worksheet that walks you through the list of questions for each principle, helping

you to reﬂect on your course and identify problems, actions, resources, and timelines. Use this to engage

in a thorough review of your course.

b. A Quick-Start Implementation Checklist that categorizes common examples of UID strategies

by diﬃculty of implementation, and component of instruction (design, delivery, materials, and

environments). Use this if you’re looking for some quick suggestions on where to start.

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

Universal Instructional Design Principles

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

Principle 1

instructional materials & activities should

Be accessible and Fair

What does this mean?

If this principle is followed, all students ideally can use the same means to fulﬁll course requirements – identical if

possible, equivalent when not. Instruction is designed to be useful and accessible by people with diverse abilities,

respectful of diversity, and with high expectations for all students. Students ﬁnd the course a fair and safe learning

environment. is principle is so central to addressing student needs that it is sometimes equated with UID. At

its heart is a commitment to remove barriers to accessing course materials and taking part in essential activities.

You will probably ﬁnd that, as you work with other UID principles, this one often underpins the others. Remedies

will vary from digitizing course content to structuring alternative approaches to activities.

To further explore this principle, ask yourself:

q Might students have any diﬃculties accessing course materials or participating in any essential activities

related to this class?

q Will the design or requirements for this class or course cause any group of students to feel especially

unsafe or threatened?

q Do any essential activities for this course, course goals or objectives represent insurmountable barriers to

any group of students?

q Does the design of this course attempt to eliminate the possibility of bias, impartiality, or unjust treatment?

q Do I create an environment in which persons with a disability feel welcome to come forward and speak

with me about it?

q Are the design and expectations of this course logical, ethical and consistent with University rules and regulations?

Examples from U of G

• instructors who provide a course website with online resources so students can access materials in

electronic formats as needed

• instructors who review course websites with an accessibility checker to ensure that all students can access

the materials and that they could be used with screen-reading software such as the following:

- JAWS: http://www.freedomscientiﬁc.com

- HiSoftware Cynthia Says: http://www.contentquality.com/

- Watchﬁre WebXACT (Bobby): http://webxact.watchﬁre.com/

- W3C Markup Validation Service: http://validator.w3.org/

• instructors who put advance organizers, lecture outlines, or key points online to help students stay more

engaged in lectures

• instructors who invite any students with a disability to meet with them individually to review their

speciﬁc needs

Evaluation

After implementing this UID principle, ask your students: Did you have diﬃculties accessing course materials or

participating in any essential activities related to this class?

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Principle 2

instructional materials & activities should

Provide exibility in use, participation

and presentation

What does this mean?

Learning is most eﬀective when it is multimodal – when material is presented in multiple forms, and when

students have multiple means of accessing and interacting with material and demonstrating their knowledge

(being evaluated). Instruction is designed to meet the needs of a broad range of learner-preferences.

Universal Instructional Design involves oﬀering options to enable physical access, fuller participation, and suitable

demonstration of mastery of course requirements. is principle, perhaps more than any other, requires some

creativity. e result, however, can create richer learning for all involved, allowing students to exercise their options,

a beneﬁt to themselves, their classmates and the instructor. Options include alternative formats for reading

materials, online conferencing in lieu of in-class discussions, portfolio-based assessment, etc.

To further explore this principle, ask yourself:

q Does the course oﬀer enough choice so that students can, to a reasonable extent, demonstrate their

competency in a way that suits their needs and abilities?

q Am I choosing the most eﬀective medium/media to communicate information?

q Can I better support diﬀerent learner preferences, either by meeting their needs or by supporting their

transition to a diﬀerent learning approach?

Examples from U of G

• instructors who use a variety of strategies during lecture such as discussion or problem-solving

• instructors who present information using a variety of media inside and outside of class (e.g., verbal, text

and images, audio, video, etc.), and who design resources so they can be reused in a number of ways (e.g.,

in class, online)

• instructors who use online discussion and group work to foster peer-to-peer learning.

• instructors who post exercises and quizzes on a website so that students can learn on their own outside of

class

• instructors that oﬀer a choice in assignment format (e.g., report, presentation, project, etc.), topics, and

sometimes due dates

Evaluation

After implementing this UID principle, ask your students: Does the course oﬀer enough choices in how it is

presented so that you could, to a certain extent, approach learning in a way that suited your needs and abilities?

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

Principle 3

instructional materials & activities should

Be straightforward and consistent

What does this mean?

Instruction is designed in a clear and straightforward manner, consistent with user expectations. Tools are

intuitive. Unnecessary complexity or distractions that may detract from the learning material or tasks are reduced

or eliminated.

UID involves overcoming confusion, coordinating all parts of the curriculum, and clarifying communications. is

principle itself, perhaps deceptively simple to understand, can be diﬃcult to implement. However, what we know

about learning from study skills professionals in general is a tremendous help. Remedies will vary from detailed

proofreading to examining the relationship between learning objectives and the actual curriculum.

To further explore this principle, ask yourself:

q Are there major areas of confusion or inconsistency among course objectives, your own expectations, and/

or how the course is presented?

Examples from U of G

• instructors who conﬁrm that every question on the ﬁnal examination related directly to information

covered in class or within the written materials.

• instructors who use mid-semester course feedback to rectify any major areas of confusion in the course

• instructors who check all written materials and PowerPoint slides for consistent formatting; and provide

visual and cognitive cues

Evaluation

After implemtning this UID principle, ask your students: Are there major areas of confusion or inconsistency

among course objectives, your expectations, and/or how the course is presented?

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

Principle 4

instructional materials & activities should

Be explicitly presented and readily

perceived

What does this mean?

Universal Instructional Design does not presume that all students are physically or cognitively able to access all

media equally. erefore, it seeks to (1) maximize the clarity of each chosen medium of communication, and also

(2) present information through multiple channels.

At ﬁrst glance, “explicitly presented” seems to imply “readily perceived”, but there are two sides to the equation:

sending and receiving. For example, a clearly-spoken lecture may not reach a hearing-impaired student who relies

on lip reading if the room is poorly lit.

To further explore this principle, ask yourself:

q Are there barriers to students receiving or understanding the information and resources they need in this

course?

q Is some information in the course presented exclusively in a format that might be inaccessible to some

students?

q Do I continually have to repeat information because students have not received it? Am I asked for

materials in diﬀerent formats?

q Would some materials be more eﬀectively presented in a diﬀerent format than they are now?

Examples from U of G

• instructors who have switched to typed overheads or PowerPoint for presentations instead of handwritten

notes

• instructors who ensure minimum standards for anything to be projected in front of the class (e.g.,

minimum font size of 20 pts.)

• instructors who ensure they face the class when speaking and use a microphone when necessary

• instructors who share a summary of key points to be covered a few days before each lecture

• course websites that oﬀer a choice of ﬁle formats and include labels which suggest when each format

might be advantageous

• instructors, new to teaching in large auditoriums, who seek advice or attend workshops about teaching

large classes

Evaluation

After implementing this UID principle, ask your students: Are there any remaining barriers to your receiving or

understanding the information and resources needed in this course?

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

Principle 5

instructional materials & activities should

Provide a supportive learning

environment

What does this mean?

Universal Instructional Design is an inclusive approach, welcoming and encouraging students with diverse

backgrounds, experiences, and abilities. is principle calls for us to recognize students as adult learners, respecting

individual diﬀerences and fostering an open environment. It’s likely that most people believe this is a worthwhile

goal, but taking speciﬁc steps within a course can, however, mean subtle adjustments. It also means encouraging

academic growth by helping to create an environment that encourages positive risk-taking and emphasizes

learning from one’s mistakes, rather than being penalized for them. It anticipates some of the errors that students

may make and helps overcome or create learning experiences from them.

To further explore this principle, ask yourself:

q Would students be comfortable expressing their thoughts and exploring new ideas in this course? Are

diverse opinions welcomed?

q Is the (real or virtual) classroom safe, free from undue criticism, personal attacks, or other negative

inﬂuences that would stiﬂe creativity or open academic discussion?

q Are there common mistakes, misperceptions, or pitfalls students encounter year after year with negative

results?

q Are there administrative, logistical, or technical challenges that cause undue diﬃculties and distract from

learning?

q Are students rewarded for taking appropriate risks?

Examples from U of G

• courses that have writing assignments allowing draft(s) to be submitted and peer reviewed

• instructors who design assignments that allow for experimentation

• instructors who use techniques to increase interactivity in lectures such as think-pair-share

• courses that oﬀer a help room in addition to regular oﬃce hours

• instructors who integrate their own research when it relates to the course of study, and shares both

successes and challenges with students.

Evaluation

After you have implemented this UID principle, ask your students: Do you feel respected as persons, welcome to

express your thoughts and able to explore new ideas in this course?

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Principle 6

instructional materials & activities should

Minimize unnecessary physical effort

or requirements

What does this mean?

UID recognizes that students will be of a wide range of ages, backgrounds, physical characteristics, and personal

circumstances. is principle calls for considering the physical eﬀort required to complete the course and

eliminating any that is unnecessary or not relevant to the learning process. e learning should be about the

material not about obtaining the material.

Remedies will vary from forming teams for collecting data to simplifying navigation on the course website.

To further explore this principle, ask yourself:

q If there are physical challenges or obstacles to participating in this course, can they be reduced or

avoided?

Examples from U of G

• course websites that are designed to be accessible and minimize the amount of clicking, scrolling, or

hunting for information

• labs that allow students to work in pairs if the work requires students to physically exert themselves

• courses that use the Library online reserve or WebCT for reading materials so that students could access

them from home because of the electronic format, thereby eliminating the need for travel to the library,

photocopying, etc..

Evaluation

After you have implemented this UID principle, ask your students: While you participated in this course, were

there physical challenges or obstacles that could be avoided?

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Principle 7

instructional materials & activities should

Ensure learning spaces that

accommodate both students and

instructional methods

What does this mean?

Universal Instructional Design recognizes that learning happens in virtual as well as physical space. ese spaces

must be accessible and accommodate all learners. e design of these spaces should also support the type of

learning you are trying to facilitate.

To further explore this principle, ask yourself:

• Is there anything in the design of the learning space that prevents the full participation of all of my

students?

• Are there any barriers to entry, movement, or activity?

• Does my learning space support the type of learning activities that I’m asking students to engage in?

• If not, can anything be done to change either the environment or the activity?

Examples from U of G

• instructors who request facilities that have the technology they require whenever possible

• instructors who request space that ﬁts with their teaching technique (e.g., case rooms when class

discussion is essential)

• instructors who review their course in detail and make any necessary changes after it is switched into a

large lecture hall rather than the customary seminar room.

• courses that schedule small group activities outside of lecture hours if the classroom does not

accommodate physical movement and group work

Evaluation

After you have implemented this UID principle, ask your students: Has anything prevented you from accessing

the learning spaces required for this course? Did the learning spaces support your learning?

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

References & Further Resources

Bowe, F.G. (2000). Universal Design in Education. CT: Bergin & Garvey.

Burgstahler, S. (2005). “Universal Design of Instruction: Deﬁnition, Principles, and Examples.” Accessed April 13,

2005 from http://www.washington.edu/doit/Brochures/Academics/instruction.html.

Chickering, A.W., & Gamson, Z.F. (1991). “Seven Principles for Good Practice in Undergraduate Education.”

Accessed April 7, 2006 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/

7princip.htm.

Government of Ontario. (2005). “2005-2006 Accessibility Plan.” Accessed April 20, 2006 from http://www.

citizenship.gov.on.ca/english/accessibility/index.htm.

Scott, S., Shaw, S., & McGuire, J. (in press). “Applying Universal Design to College Instruction.” University of

Connecticut. Accessed April 7, 2006 from http://www.facultyware.uconn.edu/ﬁles/UDI_principles.pdf.

Strategic Planning Commission to the President. (June 1995). Making Change: e Strategic Plan for the

University of Guelph.

UID at the University of Guelph http://www.tss.uoguelph.ca/uid/

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

APPENDIX A: UID Implementation Worksheet

Problem areas in my course What I can do about it Resources I need Target

Date

Will students have diﬃculties accessing

course materials or participating in any

essential activities related to this class?

Does the course oﬀer students enough

choices in how it is presented so

that they can, to a reasonable extent,

approach the course in a way that suits

their needs and abilities?

Will students ﬁnd major areas of

confusion or inconsistency among course

objectives, your expectations, and /or

how the course is presented?

Are there obstacles to students’ receiving

or understanding the information and

resources they need in this course?

Will students feel respected as

individuals, welcome to express their

thoughts and able to explore new ideas

in this course?

If there are physical challenges or

obstacles to participating in this course,

can they be reduced or avoided?

Is it likely that students will ﬁnd any of

the materials or activities in this course

to be inappropriate or unsuitable?

Has anything prevented students from

accessing the learning spaces required

for this course? Did the learning spaces

support your teaching?

For additional information about implementation, please see the UID website at http://www.tss.uoguelph.ca/uid

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

APPENDIX B: UID Quick-Start Implementation Checklist

. things that can be done immediately

o provide ample time for

assignments; determine how much

time would be required by a typical

student and add a “buﬀer” to

address various contingencies

o diﬀerentiate between need to know

(required material) and nice to

know (optional) information

o allow students to work in pairs

in labs where physical eﬀort may

disadvantage someone with a

disability

o use mid-semester feedback to

discover any problems or areas of

confusion

o provide ample time for online work

in case of system malfunction

o always face the class and make eye

contact when speaking

o use a microphone when necessary

o structure class time in a consistent

manner

o post course materials such as syllabi

or handouts in WebCT or readings

in the Library Online Reserve

o allow students to submit assignments

electronically

o if you use electronic presentation

tools (e.g., PowerPoint) make

sure that presentation is legible

(minimum 20 pt. font, with a high

contrast colour scheme)

o provide feedback on work before the

next assignment or assessment

o consider providing lecture outlines

(not complete notes) and advanced

organizers for lectures that students

can annotate during class

o structure and format material for easy

readability

o provide students with materials

in multiple formats. At the very

least, provide digital equivalents of

hardcopy handouts

o ensure that all digital materials you

provide to students are in an accessible

format (e.g., not providing PowerPoint

ﬁles if not everyone has the software)

o ensure all materials, case studies, etc.,

are free of negative stereotypes

o ensure your course website is accessible

and usable: use an accessibility checker to

identify any potential problems or have

someone review it for you

o use “ALT” (alternate text) tags for any

images on web pages so that they may

be identiﬁed by screen readers used by

students with disabilities or text-only

browsers

o do a “room check” to make sure there are

no problems with hearing, sightlines, or

the arrangement of the furniture (e.g.,

enough left-handed seats). Ask students

experiencing problems hearing, seeing,

writing, etc., to come forward.

o when possible, request the proper room

and/or arrange the room to facilitate the

type of teaching you are doing

o at the beginning of a course and/or in

your syllabus, encourage anyone with

a disability to come forward and speak

with you about it

o help ensure people feel free to engage in

discussion in your course without fear

of ridicule or harassment; encourage the

open exchange of ideas

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

2. ings that can be done with some thought and eﬀort

o consider the wide range of abilities,

backgrounds, and experiences of

your students when designing your

activities and assignments

o use online quizzes and self-tests to

provide feedback for students

o for writing assignments, allow for

drafts and revisions; consider using

peer review

o design assignments that don’t

unnecessarily penalize students for

some experimentation and risk-

taking

o review activities and assignments

for the course and assess whether

any would present an insurmount-

able barrier for persons with cogni-

tive or physical disabilities; provide

equivalent alternatives if possible

o design assignments to minimize

non-essential tasks (e.g., learning

irrelevant software just to access

information) or non-essential

physical travel.

o provide choice in assignments if

possible (including topic, format,

and due dates)

o consider using online conferencing

for course support, discussion of

content, and group work to foster

peer-to-peer and collaborative

learning

o provide equivalent resources or

materials for those that cannot be

made accessible

o provide grading schemes and

sample assignments to students

o apply grading standards consis-

tently among students and across

assignments

o consider using a variety of strate-

gies during lecture periods including

problem-solving, discussion, hands-

on exercises, presentations, etc.

o use techniques that increase interac-

tivity in lectures such as think-pair-

o ensure examples and content used

in class are relevant to people from

diverse backgrounds and experiences

o present information in multiple,

complementary formats such as text,

graphics, audio, and video

o review your class written materials

including overhead and PowerPoint

slides for clarity, consistent format-

ting, and cognitive cues; ensure they

are free from unnecessary jargon

o if unaccustomed to teaching larger

numbers of students in large audito-

riums, seek advice or take a workshop

on teaching larger classes

o integrate your own research when it

relates to the course of study; share

successes and challenges

o provide tutorials and resources that

students that can reinforce learning

outside of class

o develop a list of Frequently Asked

Questions and distribute to students

o design documents that can be repur-

posed for multiple uses (e.g., in class,

online)

o use a variety of media such as text,

graphics, audio, and video

o where appropriate, oﬀer a choice of ﬁle

formats for content (e.g., Word, PDF,

HTML) on your website and include

labels which suggest when each might

be useful

o provide captioning or transcripts with

any video used for class

o develop a clear course outline that

provides policies, procedures, and

expectations

o check CD or web-based tutorials for

proper navigation and user feedback;

conduct usability testing with some

students

o when possible, request the proper room

and/or arrange the room to facilitate the

type of teaching you are doing

o in small classes, use circular seating ar-

rangements

U n i v e r s a l I n s t r u c t i o n a l D e s i g n I m p l e m e n t a t i o n G u i d e

3. ings that can be done when you develop or update your course

o ensure that learning objectives are

SMART (speciﬁc, measurable,

achievable, relevant, and timely)

o involve experts in course and cur-

riculum design

o consider a variety of teaching and

learning techniques that include

active and passive learning

o ensure that course content, assess-

ment, and learning objectives are

consistent and all activities and

assessment relates to a learning

objective(s)

o consider using a variety of assess-

ment approaches and techniques

(e.g., portfolio-based assessment).

o design a web-based course site

with online resources

o ensure that the number of student

hours of work is consistent with

guidelines

o review your course in detail when

it has grown in numbers and/or

moved from a small room to large

lecture hall

o consider gender, culture, disabili-

ties, learning preferences, language

and experiences, prior learning

o consult someone with instructional

design experience/expertise

o consider ways to increase active

learning strategies and student

responsibility for learning

o consider if a “help room” may beneﬁt

your students in addition to regular

oﬃce hours

o break up each class into segments

which use diﬀerent teaching ap-

proaches

o develop a process by which you can

generate material and easily convert it

to multiple forms

o have any video you use in your course

captioned

o think about the kind of learning environ-

ment that would be optimal for your

course

o consider how blending online and face-

to-face learning can allow you to enhance

the range of learning materials and

activities used in the course

o design a course website that is accessible

and minimizes the amount of clicking,

hunting, or scrolling for information