The UDL Framework Part 4 - Representation 'The WHAT of Learning'
- April 11, 2019
- By Hannah Grennan
- 0 Comments
In this final blog we are exploring the UDL principle of ‘Representation’.
As learners, we all differ in the way we perceive and comprehend information that is presented to us (CAST, 2018). If a learner has sensory disabilities such as blindness or deafness or learning disabilities such as dyslexia, they may require different ways of approaching the content (CAST, 2018). We also have our own preferences for how we best like to comprehend information. You may prefer listening to an audiobook over reading a physical book or you may prefer speaking to a mentor over watching a video. This is why it is essential to provide learners as many options as possible.
Here is what we found most valuable from the ‘Representation’ principle.
1. Offer Ways of Customising the Display of Information [Checkpoint 1.1 from the UDL Guidelines]
We live in a world where the ability to customise is an expectation. We don’t want our phones to have stagnant apps that are unable to be moved or put into an order that suits us. We want to decide whether we want pickles on our cheeseburger. Not to mention if we want our steak cooked rare, medium or well-done (you get the point). The same goes for learning experiences. Print materials, like magazines and books can’t really be customised once they are printed but with digital online courses we have a little more flexibility (CAST, 2018).
Practical takeaways
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