We know that everyone learns in different ways, and there have been many theories around this from VARK (Fleming, 1987) to MBTI (Myers -Briggs, 1962). In recent years there has been a lot of debate about whether it is appropriate and correct to fit people rigidly into these boxes.
You may like these theories as a trainer or assessor – as they are a simple way to encourage you to adapt your methods to different learners, and it is a good starting point, however…
There is an alternative model called Universal Design for Learning (CAST – Centre for Applied Special Technology,1997).
It is a framework that has been designed to improve teaching and learning, based on neuro-science research. It’s about customising and adapting teaching methods, assessments, resources and materials to be universally accessible for all.
So it’s about making teaching, training and assessment accessible for everybody through providing choices and options.
Universal Design for Learning Principles
It is based on 3 principles:
1. Engagement
It is about finding out what motivates your learner and why they are doing the learning. This can start when you first meet your learners and build relationships and rapport with them.
Provide them with choices and options to allow them to take responsibility for their learning.
2. Representation
This is about what are they going to learn and how to give information to your learners – so it could be proving options to access written resources, a video, a podcast.
It could be through group discussion or card sort activity. It could be using digital tools such as text to speech, using subtitles and alt text.
3. Action and Expression
How learners can demonstrate their learning – so providing options how to confirm their knowledge or competence.
So, it could be through writing, or professional discussions, making a video, voice recording, demonstrating a task. This also includes how you give feedback to your learners.
How can you make your teaching, training or assessment more accessible?
CAST provides guidance on how you can make your materials more accessible through making them:
Perceivable
Making it possible for learners to perceive information in different ways e.g. screen readers (text to speech) for written documents and using subtitles on video content.
Operable
Ensuring you learners can use their preferred tools, so ensuring written documents are well structured with headings, that images have descriptive alt text, that you don’t use content that flashes.
Understandable
Provide resources and content that is well-written in plain language, without jargon, acronyms and abbreviations.
Microsoft Word now provides you with an accessibility score and provides hints and tips on how to make it more accessible.
To use this feature in Word, Excel, and PowerPoint, select “Review” and look for the setting “Check Accessibility”.
Robust
To test the robustness of your content you should review in different devices and ask your learners for feedback if they are not able to access or fully able to participate, find out why.
See also:
Want to know more? Read this great guide on Creating Accessible Documents by the National Center on Accessible Educational Materials for Learning.
Want to learn more about how to set educational goals and targets?
This course will explore how to set educational goals and targets. It will provide you with practical tips and techniques you can use with your learners to keep them motivated and focused.
