Every voice counts – Embedding the principles of Universal Design for Learning into higher education online course design

Abstract

University classrooms are diverse settings. With online courses becoming increasingly more common instructors in post-secondary institutions must create inclusive learning environments that meet the needs of adult learners with exceptionalities. Goldberg et al. (2003) asserted that innovative technological tools can be used to promote student engagement, motivation, and enhance the quality of learning for students with disabilities.

One such tool is the Voice Thread which can be thoughtfully and intentionally incorporated into the course design phase. Friedman and Lee (2009) contend that using visual images to present content is a necessary pedagogical strategy and provides an opportunity to reduce visual clutter. Making content visual and auditory rather than exclusively in print is a Universal Design for Learning strategy that makes the information more accessible to all students not just those who struggle with reading.

Hampton and Mason (2003) reminded us that many students with learning disabilities require additional time to formulate their thoughts to make meaningful contributions to an online discussion. The features of the program offer a comfortable way for students to share their knowledge and understanding, analytical skills and personal reflections related to a particular concept. Offering a choice in the response format allows students to utilize their strengths and concentrate more fully on demonstrating their learning.

Fostering an inclusive learning environment using innovative technologies, such as Voice Thread, offers online instructors a meaningful way to adopt inclusive approaches to curriculum and assessment. Pre-existing structures such as the Community of Practice (Lave & Wenger, 1991) provide inclusive leaders the opportunity to share these innovations with colleagues and ensure that every voice counts.