The Learning Lab experience is supported by both asynchronous and synchronous components. Each Learning Lab sequence includes a set of resources, an asynchronous discussion, and an interactive live session, all of which culminate in the development of a project or application to apply learning to local and specific contexts in support of the learning objectives.
Schedule
Part 1: Introduction to UDL
February 10, 2025, 12:00–1:30 p.m. ET
This is a live session to learn the details of the Learning Lab, the Canvas site, and expectations for the microcredential. There will also be time to get to know your fellow Lab partners and facilitator.
Part 2: I Know It When I See It?
February 13, 2025, 12:00–1:30 p.m. ET
This session will briefly introduce the mindset of Universal Design for Learning (UDL). Participants will critique real examples of UDL in action. Our interactions will provide a foundation for performing a UDL audit for a single course offering. Participants will examine and critique three examples of UDL in higher education courses and complete an assignment to audit materials from one of their own institution's course offerings or interactions.
Part 3: One Step Beyond
February 18, 2025, 12:00–1:30 p.m. ET
In this session, we'll introduce ways to implement UDL beyond the higher education course environment. Participants will construct UDL approaches for student services, counseling, tutoring, marketing, library services, and the IT help desk, all as part of engaging in a hands-on "build it together" exercise. Participants will help a fictitious college apply the "plus one" UDL approach to its student service areas.
Part 4: Applying UDL to Your Work
February 25, 2025, 12:00–1:30 p.m. ET
The Learning Lab will conclude with an application or implementation project (described below) and a closing live session to review and process the learning from the lab.
Lab Implementation Project
For the learning lab final implementation project, we will examine the cognitive neuroscience behind why UDL should enjoy wider adoption. Participants will learn ways to speak with campus leaders and colleagues to make the case for adopting UDL practices, going beyond “it’s the law” into benefits for faculty members, staff members, and the institution as a whole. Participants will create talking points for UDL conversations with various campus audiences, from faculty members to IT staffers to student support personnel to senior leaders.