Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course

Yingwei Yun; Seong-kyum Kim; Fengli Fan

doi:doi:10.11648/j.edu.20180704.11

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Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course

Yingwei Yun, Seong-kyum Kim, Fengli Fan

Published in Education Journal (Volume 7, Issue 4)

Received: 17 October 2018 Published: 18 October 2018

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Abstract

Universal design for learning is an effective means to improve students’ learning effects and to improve lecturers’ instructional design, which may benefit improving teaching quality of higher education under new situation in China. This paper carried out the learning resource design according to UDL theory by setting mechanics of material subject as an example, which aims to integrate the main principles of UDL theory into inclusive course design. By applying UDL theory, ICARE model and novel technical means, the course design details have been expounded from teaching representation means for lecturers, action and expression means for learners, and engagement means for learners, respectively. The benefits of integrating UDL into course design for lectures, learners and daily teaching activities are analyzed as well. The work in this paper would have a great significance to promote the integration of UDL theory, advanced teaching philosophy, and novel technical means into learning course design to improve teaching efficiency of lecturers and learning outcome of learners.

Published in	Education Journal (Volume 7, Issue 4)
DOI	10.11648/j.edu.20180704.11
Page(s)	75-82
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Universal Design for Learning, Learning Resource Design, Higher Education, Material of Mechanics, ICARE Model

References

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[5]	Centre for Applied Special Technology. (2017) What is universal design for learning? Retrieved from http://www.cast.org/udl/index.html
[6]	Burgstahler, S. E. (2015). Universal Design in Higher Education: From Principles to Practice. Harvard: Harvard Education Press.
[7]	Scott, S. S., McGuire, J. M., and Foley, T. E. (2003). Universal Design for Instruction: A Framework for Anticipating and Responding to Disability and Other Diverse Learning Needs in the College Classroom. Equity & Excellence in Education. 36 (1), 40–49.
[8]	Silver, P., Bourke, A., and Strehorn, K. C. (1998). Universal Instructional Design in Higher Education: An Approach for Inclusion. Equity & Excellence. 31(2), 47–51.
[9]	King-Sears, M. (2009). Universal Design for Learning: Technology and Pedagogy. Learning Disability Quarterly 32 (4), 199–201.
[10]	Kortering, L. J., McClannon, T. W., and Braziel, P. M. (2008). Universal Design for Learning a Look at What Algebra and Biology Students with and without High Incidence Conditions Are Saying. Remedial and Special Education 29 (6), 352–363.
[11]	Hoffman, B., & Ritchie, D. C. (1998). Teaching and learning online: Tools, templates, and training. Technology and Teacher Educational Annual, 1998. [CD ROM]. Charlottesville, VA: Association for the Advancement of Computing in Education.
[12]	Elliot, J. L., & Decker, E. (1999). Garnering the fundamental resources for learning communities. In J. H. Levine (Ed.), Learning communities: New structures, new partnerships for learning (pp. 19-28). Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition. University of South Carolina.
[13]	Goodsell Love, A. (1999). What are learning communities? In J. H. Levine (Ed.). Learning communities: New structures, new partnerships for learning. (pp. 1-8). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina.
[14]	Lenning, O. T., & Ebbers, L. H. (1999). The powerful potential of learning communities: Improving education for the future. ASHE-ERIC Higher Education Report, 26 (6). Washington D. C.: The George Washington School of Education and Human Development.
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[16]	Chen, B., & Denoyelles, A. (2013). Exploring students’ mobile learning practices in higher education. EDUCAUSE Review, 48(5). Retrieved from https://er.educause.edu/articles/2013/10/exploring-students-mobile-learning-practices-in-higher-education
[17]	Tobin, Thomas J. (2014) Increase Online Student Retention with Universal Design for Learning. Quarterly Review of Distance Education, 15(3), 13-24.
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APA Style

Yingwei Yun, Seong-kyum Kim, Fengli Fan. (2018). Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course. Education Journal, 7(4), 75-82. https://doi.org/10.11648/j.edu.20180704.11

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ACS Style

Yingwei Yun; Seong-kyum Kim; Fengli Fan. Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course. Educ. J. 2018, 7(4), 75-82. doi: 10.11648/j.edu.20180704.11

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AMA Style

Yingwei Yun, Seong-kyum Kim, Fengli Fan. Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course. Educ J. 2018;7(4):75-82. doi: 10.11648/j.edu.20180704.11

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@article{10.11648/j.edu.20180704.11,
  author = {Yingwei Yun and Seong-kyum Kim and Fengli Fan},
  title = {Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course},
  journal = {Education Journal},
  volume = {7},
  number = {4},
  pages = {75-82},
  doi = {10.11648/j.edu.20180704.11},
  url = {https://doi.org/10.11648/j.edu.20180704.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20180704.11},
  abstract = {Universal design for learning is an effective means to improve students’ learning effects and to improve lecturers’ instructional design, which may benefit improving teaching quality of higher education under new situation in China. This paper carried out the learning resource design according to UDL theory by setting mechanics of material subject as an example, which aims to integrate the main principles of UDL theory into inclusive course design. By applying UDL theory, ICARE model and novel technical means, the course design details have been expounded from teaching representation means for lecturers, action and expression means for learners, and engagement means for learners, respectively. The benefits of integrating UDL into course design for lectures, learners and daily teaching activities are analyzed as well. The work in this paper would have a great significance to promote the integration of UDL theory, advanced teaching philosophy, and novel technical means into learning course design to improve teaching efficiency of lecturers and learning outcome of learners.},
 year = {2018}
}

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TY  - JOUR
T1  - Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course
AU  - Yingwei Yun
AU  - Seong-kyum Kim
AU  - Fengli Fan
Y1  - 2018/10/18
PY  - 2018
N1  - https://doi.org/10.11648/j.edu.20180704.11
DO  - 10.11648/j.edu.20180704.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 75
EP  - 82
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20180704.11
AB  - Universal design for learning is an effective means to improve students’ learning effects and to improve lecturers’ instructional design, which may benefit improving teaching quality of higher education under new situation in China. This paper carried out the learning resource design according to UDL theory by setting mechanics of material subject as an example, which aims to integrate the main principles of UDL theory into inclusive course design. By applying UDL theory, ICARE model and novel technical means, the course design details have been expounded from teaching representation means for lecturers, action and expression means for learners, and engagement means for learners, respectively. The benefits of integrating UDL into course design for lectures, learners and daily teaching activities are analyzed as well. The work in this paper would have a great significance to promote the integration of UDL theory, advanced teaching philosophy, and novel technical means into learning course design to improve teaching efficiency of lecturers and learning outcome of learners.
VL  - 7
IS  - 4
ER  -

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Author Information

Yingwei Yun

Civil Engineering School, Luoyang Institute of Science & Technology, Luoyang, China
Seong-kyum Kim

Research Institute for Mega Structures, Korea University, Seoul, Korea
Fengli Fan

Civil Engineering School, Luoyang Institute of Science & Technology, Luoyang, China

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Plain Text BibTeX RIS

APA Style

Yingwei Yun, Seong-kyum Kim, Fengli Fan. (2018). Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course. Education Journal, 7(4), 75-82. https://doi.org/10.11648/j.edu.20180704.11

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ACS Style

Yingwei Yun; Seong-kyum Kim; Fengli Fan. Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course. Educ. J. 2018, 7(4), 75-82. doi: 10.11648/j.edu.20180704.11

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AMA Style

Yingwei Yun, Seong-kyum Kim, Fengli Fan. Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course. Educ J. 2018;7(4):75-82. doi: 10.11648/j.edu.20180704.11

Copy | Download

@article{10.11648/j.edu.20180704.11,
  author = {Yingwei Yun and Seong-kyum Kim and Fengli Fan},
  title = {Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course},
  journal = {Education Journal},
  volume = {7},
  number = {4},
  pages = {75-82},
  doi = {10.11648/j.edu.20180704.11},
  url = {https://doi.org/10.11648/j.edu.20180704.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20180704.11},
  abstract = {Universal design for learning is an effective means to improve students’ learning effects and to improve lecturers’ instructional design, which may benefit improving teaching quality of higher education under new situation in China. This paper carried out the learning resource design according to UDL theory by setting mechanics of material subject as an example, which aims to integrate the main principles of UDL theory into inclusive course design. By applying UDL theory, ICARE model and novel technical means, the course design details have been expounded from teaching representation means for lecturers, action and expression means for learners, and engagement means for learners, respectively. The benefits of integrating UDL into course design for lectures, learners and daily teaching activities are analyzed as well. The work in this paper would have a great significance to promote the integration of UDL theory, advanced teaching philosophy, and novel technical means into learning course design to improve teaching efficiency of lecturers and learning outcome of learners.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - Inclusive Learning Resource Design Based on Universal Design for Learning—Case Study of Mechanics of Materials Course
AU  - Yingwei Yun
AU  - Seong-kyum Kim
AU  - Fengli Fan
Y1  - 2018/10/18
PY  - 2018
N1  - https://doi.org/10.11648/j.edu.20180704.11
DO  - 10.11648/j.edu.20180704.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 75
EP  - 82
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20180704.11
AB  - Universal design for learning is an effective means to improve students’ learning effects and to improve lecturers’ instructional design, which may benefit improving teaching quality of higher education under new situation in China. This paper carried out the learning resource design according to UDL theory by setting mechanics of material subject as an example, which aims to integrate the main principles of UDL theory into inclusive course design. By applying UDL theory, ICARE model and novel technical means, the course design details have been expounded from teaching representation means for lecturers, action and expression means for learners, and engagement means for learners, respectively. The benefits of integrating UDL into course design for lectures, learners and daily teaching activities are analyzed as well. The work in this paper would have a great significance to promote the integration of UDL theory, advanced teaching philosophy, and novel technical means into learning course design to improve teaching efficiency of lecturers and learning outcome of learners.
VL  - 7
IS  - 4
ER  -

Copy | Download