UDL Conclusions
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To apply the principals of UDL, it seems as though one should acquire a thorough understanding of the cognitive and affective domains of learning - and be able to use one to affect the other. For example, in order to universally reach all types of learners, one must use the various steps in Bloom's cognitive domains, creatively utilizing latest technology engaging the learner in the material, with the pre-established purpose of changing their behaviors and attitudes of the things that are being learned. So, the Instructional Designers might consider themselves to be architects of cognition. | To apply the principals of UDL, it seems as though one should acquire a thorough understanding of the cognitive and affective domains of learning - and be able to use one to affect the other. For example, in order to universally reach all types of learners, one must use the various steps in Bloom's cognitive domains, creatively utilizing latest technology engaging the learner in the material, with the pre-established purpose of changing their behaviors and attitudes of the things that are being learned. So, the Instructional Designers might consider themselves to be architects of cognition. | ||
| - | + | UDL can be thought of as a logical continuation and expansion of the recent emphasis on diversity and inclusiveness in popular and academic American culture. The recognition that excluding segments of the population from shared experience lessens the experience for the entire population leads directly to the idea that designing instruction to embrace difference enhances the instruction for all. | |
Revision as of 17:38, 15 April 2006
Now that you have read about and contributed your understanding to the Recognition Brain Network, the Strategic Brain Network, and the Affective Brain Network, as well as discussed muliple means of representation, expression, and engagement, tie it all together and tell us what Universal Design for Learning really means.
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Universal Design for Learning is/means...
To apply the principals of UDL, it seems as though one should acquire a thorough understanding of the cognitive and affective domains of learning - and be able to use one to affect the other. For example, in order to universally reach all types of learners, one must use the various steps in Bloom's cognitive domains, creatively utilizing latest technology engaging the learner in the material, with the pre-established purpose of changing their behaviors and attitudes of the things that are being learned. So, the Instructional Designers might consider themselves to be architects of cognition.
UDL can be thought of as a logical continuation and expansion of the recent emphasis on diversity and inclusiveness in popular and academic American culture. The recognition that excluding segments of the population from shared experience lessens the experience for the entire population leads directly to the idea that designing instruction to embrace difference enhances the instruction for all.
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