Challenge C: Substantive Post #2
Accessibility and Universal Design for Learning
Accessibility in the Universal Design for Learning (UDL) is integral for inclusive learning environments as it creates a flexible learning experience for all. According to Kat Holmesā inclusive design principles, ādisability isnāt a lack of ability, itās a mismatch between a personās abilities and their environmentā (Holmes, 2019). This idea re-approaches the concept of accessibility in a learning environment: It better curates learning outcomes to work for everyone, instead of creating unrealistic standards. This really sticks out as it overlaps in the theories of Interactive and Multimedia Learning.
The role of accessibility in Interactive and Multimedia Learning
A major part of Interactive and Multimedia learning is to curate education to more efficiently support the individualās learning outcome. There is overlap between the two educational competencies, as both aim for inclusivity in learning environments. The UDL guidelines further strengthen a multimedia learning environment. Implementing structures such as imagery, subtitles, transcripts and user controls provides an alternative to visual and auditory learning channels, as well as lets individuals go at their own pace. Each of these components can reference the principles covered in class, such as the Segmenting Principle: it allows for users to control the pace of their learning. In addition, using a combination of words and imagery supports Dual Coding Theory.
UDL shifts the lens of accessibility, framing it as a potential for design restructure to better include a diverse body of learners. It aims to eliminate exclusivity from the start by using accessibility factors within learning environments, allowing for education for everyone. After studying this module, it is apparent that UDL is an inherent part of Interactive and Multimedia learning.
References:
Holmes, K. (2020). Mismatch: How Inclusion Shapes Design, MIT Press.