Skip to main content

More Inclusive Assessment: Applying the UDL Framework and Transparent Assignment Design (TAD) to Reimagine a Writing Assignment as a Multimedia Asynchronous Discussion

August 8, 2024
This entry demonstrates application of the Universal Design for Learning (UDL) Framework combined with Transparent Assignment Design (TAD) to develop more inclusive assessments. The artifact is an asynchronous online sociology class on gender and sexuality. An assessment that was previously a written paper was revised using UDL and TAD to provide flexible demonstration of learning through a multimedia asynchronous discussion using VoiceThread.

Create Intentional Communities through Meaningful Student Introductions

February 20, 2020
Description Student introductions are a high-impact practice: they build community within the course, set the stage for more substantive forms of student-student and student-instructor engagement, and can reveal unknown issues or strengths on the part of students (Dolan, Kain, Reilly, & Bansal, 2017). Building community in online classes (Nelson & Goodson, 2018) through introductions helps…

Design a Synchronous Learning Environment that Promotes Community, Interactivity, and Equity

December 4, 2018
Description As institutions continue to pilot and implement models where students in remote or satellite locations join an existing on-campus classroom through a videoconferencing system, the literature shows that these environments fall short as an extension of that classroom. It is not enough to add video conferencing technology where the remote students end being spectators…