Introduction to Universal Design for Learning
Contributors:Megan McFarland
This brief introduction to Universal Design for Learning (UDL) provides an overview of the framework and practical UDL examples. UDL is a flexible pedagogical framework to minimize barriers and increase accessibility for the fullest range of students possible. A ramp allows the full range of people to access a building while a stairway allows only some. In the same way, UDL asks us to trade “one size fits all” thinking to imagine curriculum designs that open the doors to any student. UDL focuses on increasing flexibility, choice, and relevance within three main components of curriculum design and implementation: Engagement, Representation, and Expression.
While standard accessibility practices such as structuring text for screen readers and captioning videos are part of UDL (specifically increasing the range of how content is represented), these practices do not encompass all of UDL. Applying a holistic UDL lens to your classroom means deepened comprehension, accurate assessment of student knowledge, and a truly inclusive learning environment that welcomes physical, cognitive, and cultural diversity.
UDL Basics: A Lens, Not a Checklist
So how can we apply UDL to course design? Here are a few ideas to get you started, but the possibilities are truly infinite. UDL is a lens or mindset that prioritizes increased flexibility, choice, and relevance; it should be continually adapted for your particular course(s) and students.
What is it?
How students interact with and are motivated by the instructor, peers, and content
Strategy to try
Use a variety of response options during synchronous and asynchronous sessions.
Examples
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- Verbal responses during discussion
- Written responses in chat
- Artistic responses (doodles, flowcharts, metaphors, etc.)
- Small group breakout rooms
- Paired sharing
- Whole group call and response
- Self-rating levels of understanding in a poll
- Written responses in online discussion forum
- Video responses in online discussion forum (e.g. FlipGrid)
What is it?
Strategy to try
Allow students to choose when and how they receive content.
Examples
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- Optional small-group Zoom sessions
- Readings from various source types (research articles, primary sources, fictional or artistic interpretations, etc.)
- Videos (documentaries, news broadcasts, etc.)
- Audio (podcasts, radio, etc.)
- Choose Your Own (students find their own related resource and share with the class)
What is it?
Strategy to try
Use key learning objectives as a guide to offer options for how students can show their learning.
Examples
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- Construct a thesis statement.
- Support with at least three pieces of evidence.
- Analyze connections between evidence.
- Write a traditional research paper.
- Present with slides.
- Build a website.
- Interview experts in a podcast.
Learn More Elsewhere
Use Google Docs for Student Collaboration
When students work in groups for an activity, you’ll often want them to document their work. You can facilitate this by creating shared Google Docs for students to use.
There are two ways to identify each collaborator in a Google Doc. One is to have students write in suggesting mode, which creates colored text and names each author in the margin. Edits are shown with strike-through text. This option is selected in the small menu with a pencil icon located in the upper right corner of the open Google Doc screen.
Another method is to have students use comments to annotate the main text. Comments are made by highlighting a portion of text. This creates an icon in the right margin, which becomes a text-entry field when you click it. Comments are identified by author, and others can reply. Comments that include @StudentUsername will also send an email of the comment to the person named, which is helpful for asynchronous collaboration.
Steps to set up docs and sharing permission
- Create and name a Google doc for each student group.
- For each doc, click the blue Share button in the top right corner.
- In the Get link area of the share pop-up, click View and change it to Edit.
- From the sharing menu, select Portland State…anyone in this group with this link can edit.
- Copy each document link and save them in your class prep notes, labeled with the group name/number.
You can now post the doc links for students in Canvas, or share them in the chat of a Zoom meeting. Clarify for students whether you want them to identify each collaborator’s work, and whether they should use suggesting mode or comments for this. You can also share this tutorial with them. As owner of the docs, you can always change the sharing settings later to prevent further work in them.
Google Docs auto-saves regularly, and past versions can be viewed and restored. Nevertheless it’s good to remind students to save a local copy of any text they don’t want accidentally changed or deleted. For more information, check out Google’s support site for Google Docs.
End of Term Checklist
You can use this article as a checklist to help you wrap up your course at the end of term.
Canvas Gradebook
If you’ve been using the Canvas gradebook, make sure you’ve entered all of your grades, double-checking to ensure the Canvas grades accurately reflect the grading parameters you intend. Then make sure that all assignment grades have been posted for your students to review.
It’s also good practice to download a copy of the gradebook for your records.
Submit Final Grades
The grade in the Canvas gradebook is not official, so you will also need to enter your students’ grades into Banner.
Student Access to Course after the End of the Term
By default, students will no longer have access to their Canvas courses beginning the first day of the following term (i.e. Winter term courses will be available to students until the first day of Spring term). If you would just like all students to have access to your course for longer, you can change your Course End date.
If you only want to allow a specific student ongoing access to complete the course, you’ll need to follow the instructions linked below to request access for incomplete students.
Thinking Ahead
Now that the term is over, take some time to relax and celebrate your course success! In most cases, this won’t be the last time you teach this course. Take a moment to reflect on the past term and think about ways you might be able to enhance your course for future terms. OAI+ has many articles that can give you ideas about new teaching strategies that you may want to try to implement.
This is also the time to start planning your student communication for the next term. Early and regular communication with your students is important and can start weeks before the term officially begins.
Zoom Recording and Student Privacy
You may have Zoom class recordings you’d like to share with students in a subsequent class. This is possible under FERPA as long as no students from your earlier class appear in the recording. There are two ways to avoid recording students in Zoom. These depend on whether you record to the Zoom Cloud or locally to your computer.
Note: to control a meeting’s recorded layout, you must be the host or participant who starts the recording. You should also make sure your Zoom desktop client is up-to-date. Check for updates by clicking your profile image in the upper right corner of the Zoom desktop app. Toward the bottom of that menu, select Updates.
For Zoom Cloud recordings
For recording to the cloud, use the “Spotlight” option. This lets you choose up to 9 participants to appear in the recording, so it’s great for when you have guest speakers. Learn more about the Spotlight option in the Zoom Help Center. For student discussions, you can either pause the recording or use breakout rooms. You can also edit out student discussion segments from the recording later, by uploading it to MediaSpace. Once you’ve logged into your Kaltura MediaSpace at least once (at https://media.pdx.edu/ ) all your Zoom Cloud recordings are backed up there. This makes it convenient to use the MediaSpace video editor.
For local recordings
If you record locally to your computer, the “Pin” function allows you to select specific video thumbnails to display. Other participants may see the full gallery, but your recording will show only the video(s) you pin. Learn more about the Pin options in the Zoom Help Center. You’ll still need to pause recording for student discussions, move them to a breakout room, or edit them out later.
The Zoom Help Center also has a FAQ list about local and cloud recording layouts.
Recorded videos are most effective when short, so look for key presentations, demonstrations, or explanations to share in later courses rather than following a “lecture capture” model.
This article was last updated on .
Share Zoom Recordings
When you set a Zoom Cloud recording settings to Share, it generates a link you can make public or restrict to PSU users.
- Sign in to your Zoom web portal at pdx.zoom.us
In the navigation menu on the left, click Recordings.
Click the Share button on the right of the recording you want to make available.
- This displays setting options:
- Share this recording: Allows the recording to be shared publicly or internally. Switch the toggle off if you want the recording to be private. If you share the recording, Zoom will create a web page where visitors can view the cloud recording.
Add expiry date to the link: Allows you to set number of days or specific date when the link will expire for viewers.
Viewers can download: Allows viewers to download the video in addition to viewing it online.
Viewers can see transcript: Allows viewers to see the auto transcript if Zoom was able to process one.
On-demand(Registration Required): Requires users to enter their name and email address before viewing or downloading the recording. The host will be able to download a report with this information.
Password protection: Requires users to enter a password before viewing or downloading the recording. After toggling this to on, enter a custom password and click Save.
Copy sharing information to clipboard: Copies the link and password (if enabled) to your cloud recording. Share this information to allow others to view the cloud recording. - Click Done to save these settings.
This article was last updated on .
Email Templates for the Start of Term
Contributors:Misty Hamideh
Many students are anxious for information about their classes before the term starts. By communicating early, you can help establish an encouraging online environment and alleviate some of their anxiety.
Use these templates to craft a message you’ll send to students as or before the term starts. Consider also adding a short introduction paragraph or video.
Welcome Email (Faculty to Students)
Dear Students,
Welcome to [term/year]! I am excited to get the term started, but I want to first share some details about how our course will be organized this term.
Course Materials
- All course materials will be posted on Canvas and will be available on [date].
- I will send you the syllabus on [date]. // The syllabus is attached to this email. // The syllabus will be available online.
Class Meetings
- The class will meet via Zoom on MTWF from [time] to [time].
- The Zoom link for this course is [enter link].
Communication
At some points in the term, my inbox gets quite full — but I do want to hear from you. If you don’t hear back from me within two weekdays (not counting weekends), please send a follow-up email. I will appreciate the gentle reminder.
Now for a little about myself…
[add a brief introduction paragraph or video]
For questions related to advising for the undergraduate major (e.g. degree requirements, petitions, graduation), please contact [enter department advising email]
For all other questions related to undergraduate courses (e.g. technology, library, PSU resources, PSU policies, and practices), please contact [department email].
Staff will either answer your question or direct you to the relevant person or resource.
Thank you and I look forward to meeting you all soon.
Faculty / instructor name
Sharing Student Resources (Department to Students)
Consider sending this the first week of the term, to remind students of the resources available to them. Also, consider sending a department newsletter with videos to build community and connection.
Dear Students,
Your instructor will be in touch to explain the details of your course. This may involve using the learning platform, as well as other tools such as Zoom, Google Hangouts, email, and more (all free to students using a PSU Odin ID). Watch for an email from your instructor, and check the learning platform if you have access.
In the meantime, here are some resources available to you.
- If you are new to Canvas, you can log in at https://canvas.pdx.edu/ and find tutorials by selecting Help from the lefthand navigation bar and choosing “Technology Help for Students”. Also, an introductory Canvas course is available to all students called “Online and Remote Learning Support.”
- If you need accommodations, contact the Disability Resource Center (DRC) at 503-725-4150 or drc@pdx.edu.
- If you get sick or have mental health needs, you can book an appointment with Student Health and Counseling (SHAC).
- The Learning Center offers academic coaching, tutoring, and more. Contact them at thelearningcenter@pdx.edu or 503-725-4448.
- The Cultural Resource Centers (CRCs) provide student leadership, employment, and volunteer opportunities; student resources such as computer labs, event, lounge and study spaces; and extensive programming.
- The Library provides many services for students including research help, study spaces, and long-term equipment checkout. Before planning your visit to the library, check the Library Hours page.
- Also don’t forget to visit the [enter department] website to stay connected!
Essential Student Communications
Early and regular communication with your students is very important. This guide offers key contact points and ways to help students get the support they need before the term even begins.
If you’re new faculty, make sure to use your Gmail account at mail.pdx.edu. This is also where you can access the Google suite of education applications. If you’re new to online teaching, contact the Office of Academic Innovation as early as possible for help preparing your course.
Email Your Students
Approximately two weeks before the start of each term, a Google Group is created for each course in Banner. You can use your class group to email all students enrolled in your course. Some tips to save time and effort:
-
- These groups are maintained for two terms — so make sure to select the email address for the correct term.
- You don’t need to work from scratch. The Office of Student Success has created helpful email templates with information for an initial email, along with a course syllabus.
- Don’t wait until your syllabus is absolutely final. You can label it clearly as a “draft” and provide as much information as possible.
Include Student Service Links on Your Syllabus
Throughout the term your students may need PSU services. Linking to services on your syllabus is a great way to let students know what’s available. These could include free e-tutoring, disability resources, tech support, library help, and more.
Publish Your Course and Open It Early
You can publish your Canvas course before the term starts. This can help students who may have concerns about course requirements or who are new to online learning. Even if you don’t plan to teach online, it’s where students expect to find your syllabus and course materials.
Post an Announcement and Share Instructor Information
Your home page is the “megaphone” of your course. It’s reassuring for students to know you will post important announcements here, along with your contact information. If your home page is not configured for this, you can get help from OAI Support or modify it yourself.
Learn About Students with a Google Form Questionnaire
You can create a Google Forms Survey to learn about your students before the term starts. Along with their academic experience, it’s important to know whether your students have any significant constraints on their coursework.
Schedule an Early Zoom Office Hour Check-In
It can really help students to have a brief “in person” conversation before term starts. This will alleviate anxiety for students who have questions about course requirements or structure. It can also foster engagement and make your first week more productive.
You Don’t Need to Record in a Classroom!
Contributors:Emily Connelly
If you are new to remote teaching, you may be wondering how you can conduct your regular class lecture activities outside of a classroom. Zoom and other technologies can accommodate many teaching practices and use cases.
It’s in everyone’s best interest to seek a non-campus based solution wherever possible. If your concerns are not addressed in the following suggestions, please contact the OAI Faculty Support desk to discuss further.
-
- Zoom has a robust annotation feature that can be used on virtual documents or the virtual whiteboard.
- If you do not have a touch screen and find it difficult to write with a mouse, pen tablets like those from Wacom can also be used.
- You can also run Zoom on a tablet and record annotation directly. This option may not be practical to record yourself with the camera at the same time.
- Document cameras can be plugged into your computer via USB and used as a second camera in Zoom or Kaltura Capture. Using it in Zoom you will be able to switch between the document camera and a shared screen in similar fashion to using a podium. If you are in need of a document camera, the PSU library has a limited number available for check out.
- Zoom has built in support for screen sharing an iOS device via cable or AirPlay, which you can use in conjunction with a free whiteboard app like LiveBoard.
- Zoom has a robust annotation feature that can be used on virtual documents or the virtual whiteboard.
There is a lot of anxiety around running programs like Zoom with lots of participants’ home wifi connections. Our advice is to take stock of what your internet can do, and make plans from there. Are you able to:
- Watch streaming videos on YouTube with multiple devices at once? Watch multiple YouTube videos on the same device at the same time?
- Do you have access to a physical network connection to your modem? This will be a stronger signal than wifi.
- Are you able to download and upload large files into a cloud storage center like Google Drive or a media storage space like Mediaspace or YouTube?
- Is your internet connection available reliably or is it something that needs special arrangements or a costly additional data plan?
Consider that there is no one way to teach remotely. If you have a reliable signal at home that seems too slow to leverage Zoom there are many other tools you can use to teach that offer amazing pedagogical value. If you can upload large files and want video, consider using a tool like Kaltura Capture to pre-record content for your students and offer a discussion session on Zoom you can dial into with audio if you still want a synchronous component
Normally when you create a class that will be offered at a distance, we have time to find or build solutions — unfortunately, this is not the current situation. We cannot aim for perfection; we have to look for creative alternatives, knowing that we don’t have the time or technology to design the way we would prefer. This quarter is somewhat of a shared experiment: we are not going to be able to recreate everything we would normally do.
The global education community has come up with some amazing experiences for students online in situations like this. Contact OAI to set up a meeting with one of our Instructional Designers to look at potential solutions.
Standard hardware in computers of the past five to seven years is pretty great and should be able to handle basic streaming and video and audio recording. The things that really hurt audio and video quality are a few basic considerations when setting up:
- Avoid having a bright light/window behind you.
- Set your computer up so the webcam is almost at eye height with you. If you have a laptop without a stand, stacked books are an easy fix.
- If possible, invest in a headset/headphones with a built in mic. Cheap bluetooth ones sell for around $8 and even they will assist you with a better audio quality by keeping your microphone at relatively the same distance from your face throughout the course of your session. Using headphones will also help prevent echoing and feedback during class.
- Remember to practice! Zoom has a test session available at https://zoom.us/test you can use at any time to make sure your equipment is in good working order.
- PSU Library has a limited supply of laptops and other equipment available for check out, if your equipment cannot accommodate recordings.
- You and your colleagues can co-facilitate Zoom meetings by using the co-host functionality.
- You and your colleague can each pre-record short videos or audio, separately using Kaltura Capture.
Again, remember you do not have to create video or web conferences to create a successful remote session! If you still want a multimedia feature, why not try your hand at an audio recording? Or, if you have headphones with a microphone, take a stroll around the block with your cell phone and create a pre-recorded lecture. Take your laptop to a park and use Kaltura Capture, just remember that headset! Good audio is the most critical component of video: Viewers will tolerate hard to see/bad video, but we do not typically have the same patience for poor audio.
Change Your Zoom Display Name and Add Pronouns
You can change your preferred name and add accurate pronouns to your Zoom display name manually in your Zoom profile settings.
To do this,
- Log in to your PSU Zoom account at https://pdx.zoom.us/
- Select Profile in the left navigation panel
- In the upper right corner, click the small blue Edit link to update your profile data
- In the First Name and Last Name fields, update your name(s). In the Display Name field, make the same adjustments and add your preferred pronouns.
- Click Save Changes.
In addition, it’s possible to change other PSU system display names, but this is inconsistent across platforms. See the Registrar’s First Name Override option information to get started.
This article was last updated on .
Schedule a Meeting in Canvas
If you teach in Canvas we recommend scheduling your course Zoom Meetings from Canvas. Doing so automatically creates course meeting and recording links for your students. The Canvas scheduler has abbreviated settings, however. To access security preferences and other advanced functions, log into pdx.zoom.us. Only Canvas users with the Teacher or TA roles may schedule Zoom meetings in Canvas.
If you record a meeting, the Zoom Cloud recording link will appear shortly after the meeting ends. These are hosted by Zoom and expire after 90 days. Zoom recordings in your account will also be saved to your My Media account in MediaSpace (if you have activated it by logging in at least once).
- In Canvas, select Zoom from the navigation menu. Authorize Canvas to access your Zoom account if you have not already done so.
- Select the blue Schedule a New Meeting button in the upper-right corner
- Enter meeting details:
- Topic: enter a descriptive title. This is helpful for finding recorded meetings in your MediaSpace My Media list.
- Description (optional): Enter an optional meeting description.
- When: select a date and time for the meeting to start.
- Duration: enter your planned duration. This will not cut off the meeting if you run over.
- Time Zone: confirm or select the correct timezone.
- Recurring Meeting: select this option to create a recurring meeting. Once selected, you’ll have the option to choose how often the meeting recurs, and when to stop repeating. Each occurrence will be listed in Canvas, but they will use the same meeting URL. You can edit a specific session of a recurring meeting if needed.
- Registration: select if you need detailed attendee information from external guests.
- Security: options are Passcode, Waiting room, and Only authenticated users can join meetings. Passcodes are easily shared, so we recommend activating a waiting room and/or requiring PSU authentication.
For non-PSU attendees, you can select Sign in to Zoom and Add Authentication Exception. This registers your guest's email address. They must sign in to the meeting with the Zoom account associated with the email address entered. This can be a free, noncommercial account. - Video: choose whether you, the meeting host, and participants will join the meeting with video enabled or disabled.
- Audio: to accommodate students with limited internet access select Telephone and Computer Audio.
- Meeting Options: Recommended settings for class sessions:
- Do not enable Join before host.
- For large classes, select Mute participants on entry.
- For easier name recognition, you may want to Allow host to save video order.
- If you have set up assigned breakout rooms in your Zoom settings, select Breakout Room pre-assign.
- Do not select Use Personal Meeting ID unless you want guests to have ongoing access to your personal meeting link.
- Select Record the meeting automatically in the cloud to share a recording link with students.
This article was last updated on .