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Universal Design for Learning
Transcript of Universal Design for Learning
Kelsey Logston, Emily Wicks,
and Emily Winters Universal Design
for Learning in Museums Learning Styles Multimodal:
The Senses & Technology Audience Highlights Audience Highlights Developmental and
Learning Disabilities About Universal Design and Universal Design for Learning History of Universal Design Universal design aims to make environments and products accessible to the greatest number of people as possible (CUD, 2010).
Created in 1985 by Ron Mace (Ostroff, 2011; Rose, 2002). Image retrieved from: http://blog.asisignage.com/2012/09/04/universal-design-refers-to-broad-spectrum-ideas/ Universal Design for Learning Applies the concepts of accessibility and usability to the field of education to accommodate diverse learners (CAST, 2013; Rose, 2002). Image retrieved from: http://www.cast.org/udl/index.html CAST's UDL Guidelines The Senses Sight
Key in most exhibits
What is seen?
Improvements to be made
How to use The Senses (cont.) Smell
Successful museums use all Technology Assistive
Provides multiple means of representation, expression, and engagement (Bouck, Courtad, Heutsche, Okolo, & Englert, 2009)
Why is it important?
How to make it useful? Children and Families Senior Citizens Autism
Attention Deficit/ Hyperactivity Disorder (ADHD) To support the learning of the whole family, the museum environment must be “developmentally appropriate for all members of their group, from toddlers to grandparents” (Taylor & Houting, 2010, p.243) References American Association of Museums. (1992). The accessible museum: Model programs of
accessibility for disabled and older people. Washington, DC: American Association of Museums.
Bouck, E.C., Courtad, C.A., Heutsche, A., Okolo, C.M., & Englert, C.S. (2009). The virtual
history museum: A universally designed approach to social studies instruction. Teaching Exceptional Children, 42(2), 14–20
The Center for Applied Special Technology. (2013). National Center on Universal Design
for Learning. Retrieved from http://www.udlcenter.org/
The Center for Universal Design, NC State University, College of Design. (2010). Center for
Universal Design. Retrieved from http://www.ncsu.edu/project/design-projects/udi/
Chislett, Victoria and Alan Chapman. (2005). VAK-visual, auditory, kinesthetic-learning styles
model and free self-test. Retrieved from http://www.businessballs.com/vaklearningstylestest.htm
Golding, V. (2010). Chapter 15: Dreams and Wishes - The multi-sensory museum space. In
Museum Materialities (pp. 224–240). Routledge.
Falk, J. H., & Dierking, L. D. (2000). Learning from Museums: Visitor Experiences and the
Making of Meaning. AltaMira Press.
Kolb, David. (2003). David Kolb's learning styles model and experiential learning theory (ELT)
Retrieved from http://www.businessballs.com/kolblearningstyles.htm Life-Long Learning
Individuals with Dementia UDL
Best Practices References Lane, Carla. (n.d.) Gardner's multiple intelligences. The distance learning technology
resource guide. Retrieved from http://www.tecweb.org/styles/gardner.html
Ostroff, E. (2011). Universal design: An evolving paradigm. In W.F.E. Preiser & K.H. Smith
(Eds.), Universal design handbook (2nd ed., pp. 1.3-1.11). New York, NY: McGraw Hill Companies, Inc.
Rose, D. H. (2002). What is universal design for learning? In D.H. Rose & A. Meyer (Eds.),
Teaching every student in the Digital Age: universal design for learning (pp. 68–84). Alexandria, VA: Association for Supervision and Curriculum Development.
Silverman, L.H. (1995). Visitor meaning-making in museums for a new age. Museum Journal,
Taylor, M. J., & Houting, B. A. T. (2010). Is it real? Kids and collections. In D. L. McRainey & J.
Russick (Eds.), Connecting kids to history with museum exhibitions (pp. 241–256). Walnut Creek, CA: Left Coast Press, Inc.
Wolf, B., & Wood, E. (2012). Integrating scaffolding experiences for the youngest visitors in
museums. Journal of Museum Education, 37(1), 29–38.
*Visit Universal Design for Learning Annotated Bibliography wiki page for other references: https://sites.google.com/a/kent.edu/museumusersuniversaldesignlearning/bibliography. Need staff training and respect for visitors
Consider UDL throughout design process
Incorporate multiple access points
Involve different learning styles and senses
Adapt programming to accommodate needs
Solicit community feedback For more information, visit Best Practices wiki page: https://sites.google.com/a/kent.edu/museumusersuniversaldesignlearning/bestpractices Multiple Intelligences
Developed by Howard Gardner
Visual, Auditory, Kinesthetic
Learning Theory Learning Theories Group Learning Family learning styles
Focus on object-based learning
Partner with museums to provide exhibits that add to school curriculum Kolb's Learning Styles Visual & Auditory Impairments Cultural Groups Physical Disabilities Individuals and groups with physical disabilities require environments that are inclusive to their needs. Museums should look at ADA guidelines and make sure that all areas are met and that staff are trained to provide assistance when necessary. Visual Impairments
Elements of Touch
Guided programs Auditory Impairments
Small group tours Cultural groups bring diverse perspectives
Keep the big idea clear and understandable
Encourage communication between docents and individuals
Museums should identify and create programs for individuals within the community