Google Apps for Education and Universal Design for Learning

I recently had the opportunity to attend an excellent workshop presented by Leanne Woodley from AIS NSW on Universal GAfE and UDL: supporting inclusionDesign for Learning (UDL). UDL has inspired me to look at inclusion in a different way. It is a step beyond differentiation as it may be typically implemented which I discussed in the context of Google Classroom in a previous post.  Within the UDL framework learning is designed to be inclusive rather than making adjustments as an after thought.

According to National Centre on Universal Design for Learning:

Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn.

Here is a short video giving an overview of UDL:

So where does Google Apps for Education fit in to all this? UDL does not require technology to be implemented. However, technology can be a very powerful tool. It embeds digital literacy into learning which is a relevant 21st century skill, with relevance being part of the UDL guidelines. For some students, it also allows them to use skills and technologies they are already comfortable with. Building on existing student knowledge is also within the UDL guidelines.

I am looking forward to implementing UDL within my classes. In the meantime, I have put together a table of three GAfE tools and how they may work to support UDL. I plan to add to this as my experience with UDL grows.

UDL & Google Apps for Education

Google Apps toolMultiple means of engagementMultiple means of representationMultiple means of action and expression
Google DriveEncourage students to collaborate on projects created in Google Drive.

Invite opportunities for self reflection using Google Forms.

Use comments feature to provide feedback that encourages perseverance, focuses on development of efficacy and self-awareness.

Use Google Forms to check for background knowledge.

Access Google Drive through choice of device.

Encourage planning using choice of Google Drive option and provide feedback through comments.

Assertive technologies that can be used with Google Drive include using mouth stylus on touch devices or option to use voice to text for typing.

Option to collate resources/ideas in Google Drive using 'Save to Drive' extension.
Google ClassroomClearly outline goals and objectives and encourage students to revisit these.

Encourage students to ask questions in the stream or privately.

Allow students to work at their pace.

Offer choices in how students engage e.g., PC, tablet, smart phone.

Provide varied sources of information.

Encourage active participation.

Option to use provided template(s).

Set assessments with option to complete at different levels of complexity.

Use announcements and email reminders to support predictability.

Provide resources in different formats, e.g., fact sheets, Prezi, YouTube video, podcast.

Use question and discussion feature to highlight 'big ideas'.

Use questions and discussions to clarify information.

Ensure access to pre-requisite/background information is available.

Accept evidence of learning in different formats including Google Docs, Google Slides, Google Drawings, scanned file, photos, audio and video.

Use discussion feature to assist focus and direction.

Google+ / HangoutsEncourage students to participate in discussions around the design of classroom activities and academic tasks using synchronous and asynchronous social media tools in the Google+ suite.

Encourage collaboration within small groups and the whole class.

Opportunities to communicate to real audiences.

Use Google Collections to represent ideas in different formats.

Present information/ideas using Google Hangouts On Air and allow students to access recorded session at any time.

Option to collate resources/ideas using Google Collections.

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