Module 2 1 Instructional Design 9 Principles of UID final


Uploaded by aedt3140u on 28.08.2012

Transcript:
Hi students and welcome to a unit on Instructional Design.
Now that you have completed your first assignment,
or are very close to it,
you'll be learning about the second stage
of educational technology development,
namely that of instructional design.
Instructional design has a history in interior and landscape design,
as well as in the fields of architecture.
Universal design principles were originally designed
to make accessible programming for disabled learners.
Universal instructional design has nine principles.
In this module, we will learn what these nine principles are
and what they mean.
As we conclude this module, I will ask you in the tutorial
to explain which universal design principles
meant the most to you and why,
as well as which one was most important to you in the design of your work.
Of course, in reality we must include all nine principles in our design work,
however in this module, we will focus on depth versus breadth.
Over time, breadth of knowledge will be the by-product,
as each of us explores deeply our individual preferences
and shares it with the larger group.
Analysis Questions.
As we begin this module,
I would like you to think about the following questions.
One, what do you think is the purpose
of having universal instructional design?
Think philosophically if you can.
Two, what do you know about its history?
And three, what are the nine principles of universal instructional design?
If you do not know them,
you might want to guess what they should be.
History of Universal Design.
The concept of universal design was intended to make instruction
accessible to everyone, especially those less-abled.
In the field of education and learning,
universal design focused on college students with disabilities
in order that they, that there may be modifications
and accommodations of structures in their learning environment
to support and strengthen their learning experience.
Why Universal Design in a-, in an Instruction?
In fact, in the USA,
the Americans with Disabilities Act, 19- I- 90,
section 504 of the Rehabilitation Act, 1973, support these measures.
In Canada, we have of course the Human Rights Act
which protects all its citizens
and is inclusive of people with disabilities
in order that their human rights be protected.
Methodology for Universal Design for Instructional Principles.
For our module, we will focus on the f- the findings of a study
where students with cognitive and learning disabilities
were invited to share their perspectives
of positive learning experiences they had had.
Specifically, they were asked to talk about the best course
they had ever taken in college –
teaching methods that positively affected their learning,
and faculty attributes that promoted a supportive learning environment.
The nine principles of universal design for instruction.
From these findings, Scott, McGuire and Shaw, 2001,
identified nine principles of universal design for instruction.
They are – one, equitable use.
Two, flexibility in use.
Three, simple and intuitive.
Four, perceptible information.
Five, tolerance for error.
Six, low physical effort.
Seven, size and space for approach and use.
Eight, a community of learners.
And nine, instructional climate.
Meaning of the Principles.
In this slide, I will attempt to explain the nine principles listed above
as it related to accommodating all types of learners included,
including those with disabilities.
In other words, instruction should be useful
and accessible by people of diverse abilities.
It should provide choice in methods of use
and be straightforward and predictable.
It should be communicate-
it should communicate necessary information effectively,
and provide variation in individual student learning pace
and prerequisite skills.
It should also minimize nonessential physical effort
and physically be appropriate in size and space for approach,
reach, manipulations, and the, and use, regardless of student’s body size,
posture, mobility and communication needs.
Finally, it should promote interaction communication
amongst students and faculty,
and be welcoming and inclusive where high expectations are espoused.
Synthesis Questions.
As we close off this module,
I hope that you will see that our introduction
to instructional design principles unit is based on equity and social justice.
I would like you to explore in this tutorial group
what you think those terms mean and why they're important
in instructional de-, design of educational technologies.
Additional- additionally,
I would like you to explore the following questions
and be able to answer each of these questions
in your own words.
One, what is the purpose of having universal instructional design?
Two, what is its history?
Three, what are the nine principles
of instruct-, universal instructional design?
And four, which universal design principles
most appeal to you, and why?
Thank you.