Pr e se nte r Disc losur e Speaker Names: Lori Letts & - - PDF document

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May 10, 2019

Optimizing Learning Opportunities in Clinical Education: Universal Design for Learning

Lori Letts, PhD, OT Reg. (Ont.) Wenonah Campbell, PhD

NOSM Preceptors’ Workshop

Pr e se nte r Disc losur e

Speaker Names: Lori Letts & Wenonah Campbell

• Lori Letts and Wenonah Campbell are both

employees of McMaster University, in the School

• f Rehabilitation Science. They will use examples

from their work in the SRS throughout the workshop.

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Disc losur e of F inanc ial Suppor t

The workshop presenters have received financial support from the Northern Ontario School of Medicine in the form of reimbursement for travel expenses incurred by the presenters.

Potential for conflict(s) of interest:

Neither Lori Letts nor Wenonah Campbell have any identified conflicts of interest associated with this workshop presentation.

Mitigating Pote ntial Bias

Presenters will identify when they are using examples from their work at McMaster University.

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Wo rksho p Ob je c tive s

By the end of the workshop, participants will:

• 1. Be able to describe the principles of universal

design for learning (UDL)

• 2. Generate practical applications of UDL

principles for clinical education

• 3. Identify strengths and challenges associated

with UDL in clinical education

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Pla nne d Ag e nda

• Icebreaker
• Overview of UDL principles
• Examples of Application of UDL in the SRS at

McMaster

• Considering applications in Clinical Education:

Around the world activity

• Challenges with UDL in Clinical Education
• Next Steps / Planning

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Icebreaker Getting to Know You the UDL Way

Goal: Pr e par e a T he me d Me al for F

• ur

F r ie nds

Greek Vietnamese Japanese Indian Mexican

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Ho w wo uld yo u g o a b o ut do ing this?

• Conditions: You have unlimited resources to

accomplish this task. The sky is the limit.

• Consider the following in your groups:

– I would learn best if… – I would not learn very well if …

• Let’s discuss for 5 minutes at your tables and then

we will debrief.

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Wha t’ s Go ing o n He re ?

• We all have different:

– Work styles – Personality styles – Learning styles

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T hink Ba c k, Wa y Ba c k…

Great Experiences Bad Experiences

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Wha t’ s Go ing o n He re ?

• Are some supervisors great and others terrible?

– (maybe ) – Usually not

• Our “great” supervisors were able to create a

learning environment that worked for us

– Maybe their natural work style happened to be the same as yours – Maybe they enjoyed finding creative ways to make systems work for different students

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Why are we here today? What is our UDL story?

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Todd Rose: The Myth of Average

http://www.youtube.com/watch?v=JaFiclBDXP0&sns=em

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• Did this video

resonate with you? Why or why not?

• What key

messages did you take away?

This Photo by Unknown Author is licensed under CC BY‐SA‐NC

UDL is I nspire d b y

Unive rsa l De sig n

“environments and products, to the greatest extent possible, should be usable by everyone.”

(Ro n Ma c e , Ce nte r fo r Unive rsa l De sig n, www.nc su.e du)

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This Photo by Unknown Author is licensed under CC BY This Photo by Unknown Author is licensed under CC BY

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Mo re K e y Me ssa g e s a b o ut UDL

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• Offers a framework for thinking about

how to optimize the learning environment

• Supports educators and curriculum

developers to consider variability in learners

• Invests time upfront, meaning less

retro-fitting later

Adapted from: http://www.udlcenter.org/aboutudl/whatisudl)

Put a no the r wa y….

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UDL shifts the focus from equality to accessibility!

Equality Equity Accessibility

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UDL does not mean we change our learning goals, but we do look for ways to separate the means from the goal when that makes sense!

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Get fit by doing sit ups. Get fit.

Sa id a no the r wa y…

UDL is tight

• n goals, but

flexible on means.

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GOAL 19 20

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Outc o me vs. Pro c e ss

• Learning outcomes are key in this process:

– Outcomes aka standards, competencies are non- negotiable – They must be demonstrated by the learner, sometimes in a specific way or time frame

• In contrast, consider the following:

– Expectations that are tradition – “This is how we have always done it.”

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UDL ha s thre e princ iple s…

Engage with content and concepts in different ways Represent content in different ways Express knowledge and skills in different ways

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E a c h princ iple ha s thre e g uide line s

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Engagement

• Options for recruiting interest
• Options for sustaining effort and persistence
• Options for self‐regulation

Representation

• Options for perception
• Options for numbers, language, & symbols
• Options for comprehension

Expression

• Options for physical action
• Options for expression & communication
• Options for executive functions

E a c h g uide line ha s se ve ra l c he c kpo ints

• Checkpoints suggest

specific strategies for implementation

• http://udlguidelines.

cast.org/

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Putting it all together…

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Questions and Reflections

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E xa mple s o f UDL a t SRS

Representation

• Provide a glossary of

terms before class

• Leave a technique

video online for repeat access

• Post slides in

advance of class

• Use a mix of text,

diagram, audio, video

• Incorporate breaks,

large group work, small group work

• Offer pre-class

readings, videos, etc.

Expression

• Live or pre-recorded

presentations

• Essay or blog style

written assignments

• Written or audio-

recorded reflections

• Exams with a mix of

question types

• Flexible time limits

unless learning

• utcomes dictate a

time limit

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Engagement

• Use technology to

turn traditionally in- class tasks to home-based tasks

• Allow a choice of

assignment parameters (e.g., presentation must be geared toward medical residents OR educational assistants)

• Allow a choice of

topics for assignments 27 28

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E xa mple s o f UDL T

• da y

Representation

• Provided handout

and slides in advance

• Using a mix of text,

diagram, audio, video

• Incorporating

breaks, large group work, small group work

• Taking

photographs of flipchart results or emailing typed version

Expression

• Speaking to large

group

• Speaking to small

group

• Writing on

flipchart

• Recording key take

away messages (writing, voice memo, photograph)

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Engagement

• Choosing which

meal to prepare

• Encouraging

collaboration with table‐mates

• Clearly linking

topic to daily practices

• Varying

attentional demands

Activity: UDL “Around the World”

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Challenges with UDL in Clinical Education

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Wha t will yo u ta ke a wa y with yo u to da y?

• Low Stakes Activities

– Projects – Background information

• Higher Stakes

Activities

– Documentation – Client interactions

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Yo ur re fle c tio n fro m to da y’ s wo rksho p, ….did we me e t the o b je c tive s?

• 1. Describe the principles of

universal design for learning (UDL)

• 2. Generate practical

applications of UDL principles for clinical education

• 3. Identify strengths and

challenges associated with UDL in clinical education

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L e a rn mo re a b o ut UDL

• Websites about UDL

– www.cast.org – http://udloncampus.cast.org/home#.VzTaYXo5UmE

• UDL Theory and Practice E-Book

– http://udltheorypractice.cast.org/login (Free though login is required)

• Latest information about accessibility at universities

across the province of Ontario

– http://www.accessiblecampus.ca/

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Thank You!

We welcome your feedback.

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