ThinkUDL is a podcast about Universal Design for Learning where we hear from the people who are designing and implementing strategies in post-secondary settings with learner variability in mind.
Join host, Lillian Nave, as she discovers not just WHAT her guests are teaching, learning, guiding and facilitating, but HOW they design and implement it, and WHY it even matters!
Today we will talk about her new project, Masterclasses, which are open to everyone worldwide. In today’s episode we will talk about what a UDL masterclass is and discuss three different topics that her UDL masterclasses cover. These topics include what it means to be a UDL-informed leader, what UDL-informed Course Design is, and the difference between UDL, Accessibility, and Academic Accommodations. Even if you cannot take a masterclass, this discussion is a fruitful one that helps us all understand the importance of UDL in leadership, course design, and its place in the university.
In this episode, Professor Temple Grandin talks about the different ways people think, how to teach a variety of learners, what advice she gives college professors, what advice she gives college students, and why she thinks we don’t need algebra (for some things at least) among other things!
Today our conversation focuses on how instructors can create inclusive educational spaces for neurodiverse learners in higher ed, creating community and supporting interpersonal connections.
Today’s conversation will focus on how the UDL guidelines dovetail with non-traditional grading, especially focussing on multiple means of engagement. In fact, we will look at the specific ways that alternative grading practices recruit learner interest, help sustain effort and persistence in multiple ways, and also serve to guide students through self-reflection.
In today’s conversation, we talk about why she founded the Neurodiversity Network and what it does for students, faculty, and staff at the University of Glasgow. We also look into the challenges that neurodiverse students find at universities and what strengths they bring! And finally we discuss what college instructors can do to support neurodiverse students on our campuses.