Schedule
Schedule
9:00 to 9:15 a.m. - Morning Refreshments & Welcome
Speaker: Quinn Warnick (he/him), Assistant Vice Provost for Technology-Enhanced Learning, TLOS, Virginia Tech
9:15 to 9:30 a.m. - Group activity
9:35 to 10:30 a.m. Morning Keynote - UDL & Rigor: Oil and Water?
Speaker: Eric Moore (he/him), Director of Learning Technology, Kennedy Krieger Institute
Higher education is changing. Some bemoan the “loss of rigor” as schools pivot away from structures that put onus of learning squarely on students and shift toward emphasis on higher quality teaching intended to make learning easier for more learners. Others profess the importance of these changes, arguing that change is overdue: “archaic practices” have been unnecessarily exclusionary for far too long. These views appear mutually exclusive. We can’t have rigorous, challenging learning experiences and also provide flexibility and learner support that enables everyone to learn and succeed. These are oil and water. Right?
As instructional designers, we are often caught in the middle between our knowledge of best practices and the expectations of faculty who don’t want their curriculum “diluted” or made “easy.”
In this interactive keynote, we will explore these assumptions and questions. What do we mean by rigor? Is it the same as challenge? Is it possible that flexible methods actually lead to higher standards and outcomes for our learners? What do neuroscience and cognitive science researchers have to say about it, and what’s it all to do with Universal Design for Learning? And what can instructional designers do to not only practice UDL, but communicate about it in a way that helps satisfy faculty who fear for reducing rigor in their courses?
10:40 to 11:10 a.m. - Bridging Digital Accessibility: AEM & ADA in Action
Speaker: Mark Nichols (he/him), Senior Director of Universal Design and Accessible Technologies, TLOS, Virginia Tech
This session will equip faculty with vital insights and practical strategies for creating and leveraging Accessible Educational Materials (AEM) that foster inclusive teaching and learning which meet the requirements of the Americans with Disability Act (ADA).
11:10 to 11:40 a.m. - Delivering Content Inclusively: Small Changes that Make a Big Impact
Speaker: Kelli Karcher (she / her), Advanced Instructor & Director of Inclusive Innovation, Department of Mathematics & Nicole Pitterson (she/her) Associate Professor & Assistant Department Head for Undergraduate Programs, Department of Engineering Education, Virginia Tech.
In the ever-evolving landscape of education, it is imperative that we adapt our teaching methods to meet the diverse needs of all students. This session delves into how we can use the principles of Universal Design for Learning (UDL) to deliver content to students. More specifically, we will discuss techniques that allow for flexible content delivery, multiple means of representation, and active engagement to support learners with varying abilities. We will explore practical strategies educators can employ to create an inclusive learning environment. By making small yet impactful changes to our classroom practices, we can ensure that every student has access to the resources they need to succeed. Join us as we discuss how these adjustments can be seamlessly integrated into our daily teaching routines, fostering a classroom culture that celebrates diversity and promotes equal opportunities for learning.
11:40 a.m. to 12:10 p.m. - Using Inclusive Course Design Rubric to Support Diverse Learners
Speakers: Pearl Xie (she/her), Director of Universal Design for Learning and Accessibility Services & Daron Williams (he/him), Director of Instructional Design, TLOS, Virginia Tech
As part of our ongoing efforts to help educators engage with diverse learners and support student success, we conducted an applied research and developed an inclusive course design rubric. The goal of the project was to address the call for modifying and evaluating inclusive course design rubrics to consider how students’ differences affect learning and to align course design and pedagogies. We intentionally chose to revise an inclusive SUNY’s Online Course Quality Review Rubric (OSCQR) to expand its impact on supporting diverse learners. Guided by the Universal Design for Learning framework, we modified and added 17 inclusive practices in OSCQR. This project made contributions for educators to evaluate and improve inclusivity in their courses by using a rubric with best practices that make diversity, equity, and inclusion (DEI) related items measurable and actionable.
12:10 to 1:15 p.m. - Lunch
1:15 to 2:05 p.m. Afternoon Keynote - UDL-AI Synergy: Crafting Future-Ready Courses with the GenAI Intent and Orientation Model
Speaker: Dale D. Pike (he/him), Associate Vice Provost for Technology-Enhanced Learning, TLOS, Virginia Tech
2:15 to 2:45 p.m. - Alternative Options for Demonstrating Student Learning
Speakers: Donna Fortune (she/her), Associate Professor of Practice & Amy Allen (she/her) Assistant Professor, School of Education, Virginia Tech
This session offers resources for educators to move beyond traditional exams and papers and provides resources and opportunities for them to provide students with alternative ways of showcasing their knowledge of the content. By providing diverse options, UDL empowers students and gives them an agency in how they demonstrate their understanding, fostering independence and self-regulation. Offering multiple ways to demonstrate learning can increase student motivation and interest, as they have more choice and control over how they express their knowledge. This workshop offers a pathway for students to showcase their learning through real-world applications to demonstrate their knowledge of the content through authentic tasks.
2:45 to 3:15 p.m. - Creating Accessible Syllabi Using Universal Design for Learning
Speakers: Asher Burns (they/them), Inclusive Media and UDL Specialist, TLOS & Hannah Harris (she/her), Assistant Director for Professional Development, Center for Excellence in Teaching & Learning, Virginia Tech
In this interactive session, we will consider ways to design accessible syllabi using Universal Design for Learning (UDL). Implementing UDL increases student access to your courses and creates space for students to demonstrate their excitement, express their full selves, understand goals for the course, understand expectations for both students and faculty, and demonstrate their learning. An accessible syllabus can show your students prior to, at the start of, and throughout the semester that you care about their wellbeing, want them to succeed, and are approaching the teaching and learning process as a valuable, relational experience.