Do you periodically read an article that stays with you for quite some time? Here’s one that caught our attention recently: The 4-Stage Response to Low Student Achievement By John Lemuel Available online at: http://chronicle.com/article/The-4-Stage-Response-to-Low/126527/?sid=at&utm_source=at&utm_medium=en The author reflects on the workload requirements in his class in light of the recently published book, Academically Adrift: Limited [...]
Academic Failure: Does Academic Performance Data Illustrate the Need for Universal Design in Education?
In the previous post, we introduced the topic of the Concerns-Based Adoption Model (CBAM) as a tool for understanding the reactions professionals may have in response to new instructional innovations (Hord, Rutherford, Huling-Austin, & Hall, 2006). In particular, we highlighted the fact that CBAM can assist designers of university courses and professional development experiences to [...]
As educators struggle to understand the principles of universal design and apply them to education (UDE), it is important to explicitly discuss several key instructional design principles: • Barriers are intrinsic to traditional instructional planning activities. Each decision an instructor or publisher makes when creating traditional instructional activities and materials embeds barriers into the process. [...]