Learning Guide

Module Name: What is Universal Instructional Design

Course Name: Universal Instructional Design
Learning Goals/Outcomes
Upon

completion of this module, you will be able to:

Define Universal Instructional Design
Express why UID is important to online learning
Determine who benefits from UID
Communicate UID pedagogies and best practices

Learning Resources
Required Resources
How People with Disabilities Use the Web: Overview
Universal Design of Instruction (UID): Definition, Principles,
Guidelines, and Examples
Cognitive Disabilities: Part 1
Additional Resources
Lecture video

Learning Activities
Activities for This Lesson
Discussions; 1 large group, 1 small group
Online simulations for persons with disabilities
Reflection writing prompt
Discussion Questions
Small group discussion: In your small group, discuss how
students with disabilities can impact the online learning
classroom. Brainstorm ideas and tips for creating an inclusive
virtual learning environment.
Large group discussion: Choose one of the following questions to
answer in the large group discussion:
1. After working with the online simulations in this module, what
surprised you about how persons with disabilities are affected by
inaccessible content on the web?
Form adapted from Smith, R. M. Conquering the Content. San
Francisco: Jossey-Bass, 2008.

2. Discuss how the readings and introduction to Universal

Instructional Design will change your perspective of creating
student-centered content and how you will shape those
conversations with content matter experts.
3. After reading the pedagogies of UID, explain how these
pedagogies might differ within disciplines. Provide examples of
where you might encounter challenges in practicing these
pedagogies during course design.

Self-Assessment
Check your understanding. Can you .
Can you define UID and discuss the importance of UID in online
learning?
Can you differentiate how UID benefits all students in an online
learning environment?
Can you identify the best practices and pedagogies surrounding
UID?

Lesson Evaluation: Graded Assessments

Participate in discussions providing specific examples from the

required content and incorporate additional experience.
Prepare first portfolio piece using interactive simulations from
WebAIM on student with disabilities experiences.
Write reflection on how this module has shaped your design
perspective, how does this module change your general design
model process?

Form adapted from Smith, R. M. Conquering the Content. San

Francisco: Jossey-Bass, 2008.

Learning Guide
Module Name: Section 508 and WCAG 2.0 Standards
Course Name: Universal Instructional Design
Learning Goals/Outcomes
Upon

completion of this module, you will be able to:

Define ADA and Sections 504 & 508
State WCAG 2.0 Standards
Communicate efficiencies in designing content with accessibility
from the beginning
Recognize various adaptive technologies that communicate with
content

Learning Resources
Required Resources
What is Section 504 and how does it relate to Section 508?
WebAIM's WCAG 2.0 Checklist
A Guide to Disability Rights Laws
The Universal Instructional Design Implementation Guide
Additional Resources
Lecture video

Learning Activities
Activities for This Lesson
Discussions; 1 large group, 1 small group
Group activity: Create a WCAG 2.0 tip sheet to post in portfolio
Create a chart/table outlining Sections 504 & 508
Reflection writing prompt
Discussion Questions
Form adapted from Smith, R. M. Conquering the Content. San
Francisco: Jossey-Bass, 2008.

Small group discussion: In your small group, discuss how

institutions are affected by non-compliance of Section 508. Think
beyond legal ramifications (retention, enrollment, student
experience, etc)
Large group discussion: Share your research regarding assistive
technologies and create a teach back post to teach your peers
about what you learned.

Self-Assessment
Check your understanding. Can you .
Can you define the premise of the ADA, Sections 504 & 508?
Can you recognize the WCAG 2.0 standards?
Can you recognize the various adaptive technologies students in
an online class would use?

Lesson Evaluation: Graded Assessments

Participate in discussions providing specific examples from the

required content and incorporate additional experience.
Work with your group and create a WCAG 2.0 tip sheet to be
uploaded to your portfolio.
Create a table/chart outlining the specifics of Sections 504 &
508.
Research adaptive technologies and provide a teach back
lesson to your peers discussing what you researched and
learned.

Form adapted from Smith, R. M. Conquering the Content. San

Francisco: Jossey-Bass, 2008.

Form adapted from Smith, R. M. Conquering the Content. San

Francisco: Jossey-Bass, 2008.