UDL – Part II The “Why” of Learning

This article is Part I in the UDL (Universal Design for Learning) series.
Read Part I, Part II, Part III, and Part IV

The first principle addresses the Why part of learning in the UDL framework: Multiple Means of Engagement. The essence of this UDL principle lies in student engagement–interactions between students and course contents, students and their peers, and students and you as their instructor. The Illinois Secretary of State (n.d.) asserted that adults and children learn differently. Needless to say, your students are adult learners, and they tend to ask the very critical question: “Why should I engage in this activity?”  They are more internally motivated to learn based on the relevance to their interests and what they value, including the immediate applicability of knowledge to their work and life. 

The key to understand this question is motivation, whether it be intrinsic aroused from within or extrinsic designed and strategized by you. However, they are more internally motivated to learn based on the relevance to their interests and what they value, including the immediate applicability of knowledge to their work and life. To escalate the challenge, adult learners are inherently different and so is how to motivate them to learn. 

Based on CAST’s Guidelines 7-9 (n.d.), the following are examples of activities that may be applicable to your course:

1. An assignment to critique 3 chosen topics out of the provided 10 topics. — optimizing choice, and relevance to match their background and/or experiences.
2. The same assignment above with a grading rubric available from the start — promoting expectations students need to achieve.
3. An assignment to calculate the Net Present Value (NPV) of a project with all necessary details using your own formula or built-in functions on any available tools, e.g. MS Excel, Google Spreadsheet, Numbers or even a calculator — varying demands and resources to optimize learning challenges
4. A quiz to check their understanding at the end of a learning week — creating a work routine to minimize unnecessary distraction.
5. The same quiz above allowing multiple attempts, with immediate feedback at the end of an attempt. — utilizing feedback to help students master the lessons.
6. A discussion requiring students to post their initial thoughts and respond to others — fostering collaboration and learning community.
7. Fixed as well as on-demand office hours — managing and coping their learning challenges and frustration.
8. A reflection on learning activity at the end of a semester — developing their self-assessment to reinforce or rectify learning.

Of course, there are a multitude of ways that you can motivate your adult learners. Please leave a comment and let us know what you have already implemented or plan to implement in your course. 

References:

CAST (Center for Applied Special Technology). (n.d.). About Universal Design for Learning. https://www.cast.org/impact/universal-design-for-learning-udl

Illinois Secretary of State. (n.d.). Characteristics of Adult Learners. https://www.ilsos.gov/departments/library/literacy/oltt/adult_characteristics.html