| Peer-Reviewed

Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course

Received: 17 October 2018     Published: 18 October 2018
Views:       Downloads:
Abstract

Universal design for learning is an effective means to improve students’ learning effects and to improve lecturers’ instructional design, which may benefit improving teaching quality of higher education under new situation in China. This paper carried out the learning resource design according to UDL theory by setting mechanics of material subject as an example, which aims to integrate the main principles of UDL theory into inclusive course design. By applying UDL theory, ICARE model and novel technical means, the course design details have been expounded from teaching representation means for lecturers, action and expression means for learners, and engagement means for learners, respectively. The benefits of integrating UDL into course design for lectures, learners and daily teaching activities are analyzed as well. The work in this paper would have a great significance to promote the integration of UDL theory, advanced teaching philosophy, and novel technical means into learning course design to improve teaching efficiency of lecturers and learning outcome of learners.

Published in Education Journal (Volume 7, Issue 4)
DOI 10.11648/j.edu.20180704.11
Page(s) 75-82
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Universal Design for Learning, Learning Resource Design, Higher Education, Material of Mechanics, ICARE Model

References
[1] Center for Applied Special Technology. (2013). About UDL. Retrieved from http://www.udlcenter.org/aboutudl/whatisudl
[2] Rose, D. H., and Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
[3] Lieberman, L. J. (2017). The Need for Universal Design for Learning. Journal of Physical Education, Recreation & Dance, 88(3), 5-7.
[4] Schelly, C. L., Davies, P. L., & Spooner, C. L. (2011). Student Perceptions of Faculty Implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability, 24(1), 17-28.
[5] Centre for Applied Special Technology. (2017) What is universal design for learning? Retrieved from http://www.cast.org/udl/index.html
[6] Burgstahler, S. E. (2015). Universal Design in Higher Education: From Principles to Practice. Harvard: Harvard Education Press.
[7] Scott, S. S., McGuire, J. M., and Foley, T. E. (2003). Universal Design for Instruction: A Framework for Anticipating and Responding to Disability and Other Diverse Learning Needs in the College Classroom. Equity & Excellence in Education. 36 (1), 40–49.
[8] Silver, P., Bourke, A., and Strehorn, K. C. (1998). Universal Instructional Design in Higher Education: An Approach for Inclusion. Equity & Excellence. 31(2), 47–51.
[9] King-Sears, M. (2009). Universal Design for Learning: Technology and Pedagogy. Learning Disability Quarterly 32 (4), 199–201.
[10] Kortering, L. J., McClannon, T. W., and Braziel, P. M. (2008). Universal Design for Learning a Look at What Algebra and Biology Students with and without High Incidence Conditions Are Saying. Remedial and Special Education 29 (6), 352–363.
[11] Hoffman, B., & Ritchie, D. C. (1998). Teaching and learning online: Tools, templates, and training. Technology and Teacher Educational Annual, 1998. [CD ROM]. Charlottesville, VA: Association for the Advancement of Computing in Education.
[12] Elliot, J. L., & Decker, E. (1999). Garnering the fundamental resources for learning communities. In J. H. Levine (Ed.), Learning communities: New structures, new partnerships for learning (pp. 19-28). Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition. University of South Carolina.
[13] Goodsell Love, A. (1999). What are learning communities? In J. H. Levine (Ed.). Learning communities: New structures, new partnerships for learning. (pp. 1-8). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina.
[14] Lenning, O. T., & Ebbers, L. H. (1999). The powerful potential of learning communities: Improving education for the future. ASHE-ERIC Higher Education Report, 26 (6). Washington D. C.: The George Washington School of Education and Human Development.
[15] Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. Review of Higher Education, 21(2), 167-177.
[16] Chen, B., & Denoyelles, A. (2013). Exploring students’ mobile learning practices in higher education. EDUCAUSE Review, 48(5). Retrieved from https://er.educause.edu/articles/2013/10/exploring-students-mobile-learning-practices-in-higher-education
[17] Tobin, Thomas J. (2014) Increase Online Student Retention with Universal Design for Learning. Quarterly Review of Distance Education, 15(3), 13-24.
[18] Larkin, Helen E. (2010) "But they won't come to lectures..." The impact of audio recorded lectures on student experience and attendance." Australasian journal of educational technology 26(2), 238-249.
[19] Council for Exceptional Children. (2011, October 13). New guidelines for universal design for learning provide a roadmap for educators and educational publishers. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&CAT=none&CONTENTID=10573&TEMPLATE=/CM/ ContentDisplay.cfm.
[20] Chen. S., & Pei X. N. (2016). Cultivating expert learners in digital times—universal design for learning. E-education Research. (5), 58-65.
[21] Yun, Y. W. (2015). Research on bilingual teaching in civil engineering major of Henan higher education. Research in Teaching. 38(4), 87-90.
Cite This Article
  • APA Style

    Yingwei Yun, Seong-kyum Kim, Fengli Fan. (2018). Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course. Education Journal, 7(4), 75-82. https://doi.org/10.11648/j.edu.20180704.11

    Copy | Download

    ACS Style

    Yingwei Yun; Seong-kyum Kim; Fengli Fan. Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course. Educ. J. 2018, 7(4), 75-82. doi: 10.11648/j.edu.20180704.11

    Copy | Download

    AMA Style

    Yingwei Yun, Seong-kyum Kim, Fengli Fan. Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course. Educ J. 2018;7(4):75-82. doi: 10.11648/j.edu.20180704.11

    Copy | Download

  • @article{10.11648/j.edu.20180704.11,
      author = {Yingwei Yun and Seong-kyum Kim and Fengli Fan},
      title = {Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course},
      journal = {Education Journal},
      volume = {7},
      number = {4},
      pages = {75-82},
      doi = {10.11648/j.edu.20180704.11},
      url = {https://doi.org/10.11648/j.edu.20180704.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20180704.11},
      abstract = {Universal design for learning is an effective means to improve students’ learning effects and to improve lecturers’ instructional design, which may benefit improving teaching quality of higher education under new situation in China. This paper carried out the learning resource design according to UDL theory by setting mechanics of material subject as an example, which aims to integrate the main principles of UDL theory into inclusive course design. By applying UDL theory, ICARE model and novel technical means, the course design details have been expounded from teaching representation means for lecturers, action and expression means for learners, and engagement means for learners, respectively. The benefits of integrating UDL into course design for lectures, learners and daily teaching activities are analyzed as well. The work in this paper would have a great significance to promote the integration of UDL theory, advanced teaching philosophy, and novel technical means into learning course design to improve teaching efficiency of lecturers and learning outcome of learners.},
     year = {2018}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course
    AU  - Yingwei Yun
    AU  - Seong-kyum Kim
    AU  - Fengli Fan
    Y1  - 2018/10/18
    PY  - 2018
    N1  - https://doi.org/10.11648/j.edu.20180704.11
    DO  - 10.11648/j.edu.20180704.11
    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
    SP  - 75
    EP  - 82
    PB  - Science Publishing Group
    SN  - 2327-2619
    UR  - https://doi.org/10.11648/j.edu.20180704.11
    AB  - Universal design for learning is an effective means to improve students’ learning effects and to improve lecturers’ instructional design, which may benefit improving teaching quality of higher education under new situation in China. This paper carried out the learning resource design according to UDL theory by setting mechanics of material subject as an example, which aims to integrate the main principles of UDL theory into inclusive course design. By applying UDL theory, ICARE model and novel technical means, the course design details have been expounded from teaching representation means for lecturers, action and expression means for learners, and engagement means for learners, respectively. The benefits of integrating UDL into course design for lectures, learners and daily teaching activities are analyzed as well. The work in this paper would have a great significance to promote the integration of UDL theory, advanced teaching philosophy, and novel technical means into learning course design to improve teaching efficiency of lecturers and learning outcome of learners.
    VL  - 7
    IS  - 4
    ER  - 

    Copy | Download

Author Information
  • Civil Engineering School, Luoyang Institute of Science & Technology, Luoyang, China

  • Research Institute for Mega Structures, Korea University, Seoul, Korea

  • Civil Engineering School, Luoyang Institute of Science & Technology, Luoyang, China

  • Sections