Application of Universal Design and Universal Design for Learning (UDL) in post compulsory education

Investigating the impact for Inclusive Education of Universal Design for Learning with the application of Virtual and Artificial Technologies

Traditional educational curricula, pedagogies, and assessment design, whether in Higher Education Institutions (HEIs) or in the maintained sector, often create barriers for ‘learners on the margins’, and this is especially so for learners with disabilities. This is due to several factors, including the use of inaccessible materials, lack of flexible learning options, and a focus on one-size-fits-all teaching and assessment. The Universal Design for Learning (UDL) framework can be used to design learning experiences that are mindful of the diverse learners’ requirements. The framework is enabling because it empowers educators to anticipate some of the challenges diverse learners may face, and thereby facilitates the design of learning and assessment pathways that are accessible to all.

The framework provides a targeted scaffolding of learning design incorporating three main areas:

1. Multiple means of engagement: This involves providing learners with different ways to be motivated and interested in learning, such as through choice, challenge, collaboration and, where possible encouraging co-production.
2. Multiple means of representation: This includes, for example, involving learners with different ways to access information, such as through text, images, audio, and video. Increasingly, this aspect of representation involves the use of virtual and artificial technologies (VATs)
3. Multiple means of action and expression: This strand provides learners with different ways to demonstrate their learning, such as through writing, speaking, drawing, and problem-solving. This approach recognises potential assets that all learners take to the learning space.

While there is a growing body of research pertaining to the use of VATs to support education, there are no current studies in this field that take specific cognisance of how a UDL approach may add value to accessibility and enable diverse learners to best demonstrate their learning. VATs have the potential to provide learners with a variety of benefits, such as increased access to learning, improved learning outcomes, and reduced barriers to learning. The research will augment existing research tenders and doctoral lines of inquiry that are currently aligned to the Inclusion by Design (IBD) Research Group and help strengthen our ambition to become a Research Centre.

Project aims and objectives

Ultimately the proposed PhD project aims to enhance educational experiences for all learners by identifying the affordance of VATs through the application of a UDL approach. Specific research objectives include:

Investigating how VATs can be used in educational settings while simultaneously applying the three facilitating stands of UDL, with a particular focus on multiple means of representation (as identified in strand 2 above).

Identifying the challenges and opportunities for using VATs to support the inclusion of all learners, especially those who may be marginalised, for example disabled learners.

Garnering the views of learners and educators regarding the enabling and challenging features of adopting a UDL approach to applying VATs in learning environments.

Revealing aspects of accessible pedagogical design and assessment to inform policy and practice in these fields.

Suggesting additional lines of inquiry that may be followed through using UDL to further inform the application of VATs.

Indicative research method

The nature of the methodological approach will be dependent on the aspirations and experiences of the research candidate. However, as indicated on the Inclusion by Design website, suggested research methods might include Participatory Action Research, Design Based Research and / or the use of a mixed methods approaches, involving a combination of qualitative and quantitative methods. The research methodology will be jointly agreed by the research team and the PhD candidate concerned.

Application Process

To begin the application process please go to Education MPhil/PhD Webpage and click on ‘How to Apply’ in the top menu. This PhD could be caried out on a part time or full time basis so please select the relevant application link. On the application form, please make it clear that you are applying for one of our advertised projects so we can direct it straight to the relevant people.

The Interview

All successful applicants will be offered an interview with the proposed Supervisory Team. You will be contacted by a member of the Research School Team to find a suitable date. Interviews can be conducted in person or over Microsoft Teams.

Funding your PhD

For more information about Doctoral Loans please visit: https://www.worc.ac.uk/study/fees-and-finance/doctoral-loans.aspx

During your PhD you can access the Research Student Support Scheme to support dissemination costs associated with your research, up to £500 a year.

Supervisory team

Dr Sean Bracken, Dr Emma Richardson, and Dr Alexandra Sewell

Director of Studies:

Dr Sean Bracken, Inclusion by Design, Institute of Education, University of Worcester

Supervisors:

Dr Emma Richardson, Inclusion by Design, School of Sport and Exercise Science, University of Worcester

Dr Alexandra Sewell, Inclusion by Design, Institute of Education, University of Worcester

Inclusion by Design Research Group

For further information or an informal discussion on this project, please contact Dr Sean Bracken (Director of Studies) via email at s.bracken@worc.ac.uk