Challenges and Opportunities in Adhering to UDL Principles to Design Online Courses

Ahmed Lachheb; Victoria Abramenka-Lachheb; Lesa Huber

doi:10.59668/223.3754

Challenges and Opportunities in Adhering to UDL Principles to Design Online Courses

Ahmed Lachheb
, Victoria Abramenka-Lachheb
, Lesa Huber

Research output: Contribution to journal › Article › peer-review

Abstract

In this article, we share the opportunities and the challenges in adhering to the Universal Design for Learning (UDL) framework to design higher education online courses. We highlight specific instructional design examples to discuss the opportunities and challenges that we have encountered. We conclude by reflecting on UDL as a design tool and ponder the following question: Do design tools guide or serve us? By reflecting on our combined 40 years of design practice experience, we believe we offer valuable design knowledge of the UDL framework to scholars of design, educators, and practitioners.

Original language	American English
Pages (from-to)	97-122
Number of pages	26
Journal	The Journal of Applied Instructional Design
Volume	10
Issue number	1
DOIs	https://doi.org/10.59668/223.3754
State	Published - Jan 2021
Externally published	Yes

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10.59668/223.3754License: CC BY

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abstract = "In this article, we share the opportunities and the challenges in adhering to the Universal Design for Learning (UDL) framework to design higher education online courses. We highlight specific instructional design examples to discuss the opportunities and challenges that we have encountered. We conclude by reflecting on UDL as a design tool and ponder the following question: Do design tools guide or serve us? By reflecting on our combined 40 years of design practice experience, we believe we offer valuable design knowledge of the UDL framework to scholars of design, educators, and practitioners.",

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AB - In this article, we share the opportunities and the challenges in adhering to the Universal Design for Learning (UDL) framework to design higher education online courses. We highlight specific instructional design examples to discuss the opportunities and challenges that we have encountered. We conclude by reflecting on UDL as a design tool and ponder the following question: Do design tools guide or serve us? By reflecting on our combined 40 years of design practice experience, we believe we offer valuable design knowledge of the UDL framework to scholars of design, educators, and practitioners.

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Challenges and Opportunities in Adhering to UDL Principles to Design Online Courses

Abstract

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