Universal Course Design Principles in Practice

Principle I. Provide Multiple Means of Representation

(Checkpoint 1.1 Offer ways of customizing the display of information). I have added call-out
boxes with quotes into course learning plans (modules). These digital representations are
visually appealing and will help students learn course material by highlighting salient points in
a creative way.
(Checkpoint 1.2 - Offer alternatives for auditory information). I offer directions on how to view
closed captioning and/or written transcripts for course videos. I plan to continue to improve the
closed captioning accuracy of my current videos.
(Checkpoint 3.2 - Highlight patterns, critical features, big ideas, and relationships). I provide
students with numerous examples of past student work. I also provide video examples of
speeches, copies of speech outlines, group report samples, and examples of student blogs.
(Checkpoint 3.3 - Guide information processing, visualization, and manipulation). I created an
interactive model in my verbal communication module. I re-created the model in Microsoft
word, uploaded it to Thinglink, and then added tags to reveal definitions. I embedded the
object into Blackboard and when students roll over the tags the model's concept definitions are
revealed. Students also manipulate information using Softchalk digital learning objects (CAST,
2011).
Principle II. Provide Multiple Means of Action and Expression
(Checkpoint 6.4 - Enhance capacity for monitoring progress). I utilize a scaffolding approach in
order to monitor progress of informative speech construction. Students submit smaller
summative assignments designed to improve and monitor the final construction of this large
assessment. All of my assignments are also accompanied with a downloadable PDF copy of
the both the assignment description and the grading rubric. Students are continually reminded
and encouraged to review the rubric before submitting assignments. Students are also
provided with steps to completing their group project to help guide them through the process.
Finally, I provide timely feedback on course assessments to allow students guidance for skill
improvement (CAST, 2011).
Principle III. Provide Multiple Means of Engagement
(Checkpoint 8.3 - Foster collaboration and communication). Students work on a group
communication project and are provided with several means of engagement. They are can
communicate using Google Hangout, Google Drive (text messaging in real time) or One
Drive. In addition, each group is assigned a personal discussion board and can also
communicate using MSTC email. Students are encouraged to discuss and decide, which
method of communication the group will utilize during the project. A description of their
decision is part of their final group project report.
(Checkpoint 8.4 - Increase mastery-oriented feedback). I provide students with timely and
detailed feedback. Students submit rough drafts of their speech outlines and provide them with
detailed feedback with the assistance of Croc-O-Docs software. In addition, students receive
weekly feedback on discussion boards and blog assignments. Students also provide each
other with peer evaluations and complete self-evaluations throughout the course.
(Checkpoint 9.2 - Facilitate personal coping skills and strategies). I provide students with both
supportive communication and resources to cope with stress and managing frustration
experienced when learning. I offer these resources in the form of announcements or individual
emails in the beginning, middle, and end of the semester to assist students during times of
peak frustration (CAST, 2011).
Created by Kelly Soczka Kaiser for Instructional Course Design for E-Learning 763, Last updated on 3\5\2015

References
CAST. (2011). Universal Design for Learning Guidelines version 2.0. Retrieved on March 3, 2015
from http://www.udlcenter.org/aboutudl/udlguidelines/principle1

Created by Kelly Soczka Kaiser for Instructional Course Design for E-Learning 763, Last updated on 3\5\2015