Pr e se nte r Disc losur e Speaker Names: Lori Letts & - PDF document

5/1/2019 Optimizing Learning Opportunities in Clinical Education: Universal Design for Learning NOSM Preceptors’ Workshop Lori Letts, PhD, OT Reg. (Ont.) Wenonah Campbell, PhD May 10, 2019 1 Pr e se nte r Disc losur e Speaker Names: Lori Letts & Wenonah Campbell • Lori Letts and Wenonah Campbell are both employees of McMaster University, in the School of Rehabilitation Science. They will use examples from their work in the SRS throughout the workshop. 2 1

5/1/2019 Disc losur e of F inanc ial Suppor t The workshop presenters have received financial support from the Northern Ontario School of Medicine in the form of reimbursement for travel expenses incurred by the presenters. Potential for conflict(s) of interest: Neither Lori Letts nor Wenonah Campbell have any identified conflicts of interest associated with this workshop presentation. 3 Mitigating Pote ntial Bias Presenters will identify when they are using examples from their work at McMaster University. 4 2

5/1/2019 Wo rksho p Ob je c tive s By the end of the workshop, participants will: 1. Be able to describe the principles of universal design for learning (UDL) 2. Generate practical applications of UDL principles for clinical education 3. Identify strengths and challenges associated with UDL in clinical education 5 5 Pla nne d Ag e nda • Icebreaker • Overview of UDL principles • Examples of Application of UDL in the SRS at McMaster • Considering applications in Clinical Education: Around the world activity • Challenges with UDL in Clinical Education • Next Steps / Planning 6 6 3

5/1/2019 Icebreaker Getting to Know You the UDL Way 7 Goal: Pr e par e a T he me d Me al for F our F r ie nds Greek Indian Vietnamese Japanese Mexican 8 4

5/1/2019 Ho w wo uld yo u g o a b o ut do ing this? • Conditions: You have unlimited resources to accomplish this task. The sky is the limit. • Consider the following in your groups: – I would learn best if… – I would not learn very well if … • Let’s discuss for 5 minutes at your tables and then we will debrief. 9 9 Wha t’ s Go ing o n He re ? • We all have different: – Work styles – Personality styles – Learning styles 10 10 5

5/1/2019 T hink Ba c k, Wa y Ba c k… Great Experiences Bad Experiences 11 11 Wha t’ s Go ing o n He re ? • Are some supervisors great and others terrible? – (maybe  ) – Usually not • Our “great” supervisors were able to create a learning environment that worked for us – Maybe their natural work style happened to be the same as yours – Maybe they enjoyed finding creative ways to make systems work for different students 12 12 6

5/1/2019 Why are we here today? What is our UDL story? 13 13 Todd Rose: The Myth of Average http://www.youtube.com/watch?v=JaFiclBDXP0&sns=em 14 14 7

5/1/2019 • Did this video resonate with you? Why or why not? • What key messages did you take away? This Photo by Unknown Author is licensed under CC BY ‐ SA ‐ NC 15 15 UDL is I nspire d b y U nive rsa l D e sig n This Photo by Unknown Author is licensed under CC BY “environments and products, to the greatest extent possible, should be usable by everyone.” (Ro n Ma c e , Ce nte r fo r Unive rsa l De sig n, www.nc su.e du) This Photo by Unknown Author is licensed under CC BY 16 16 8

5/1/2019 Mo re K e y Me ssa g e s a b o ut UDL • Offers a framework for thinking about how to optimize the learning environment • Supports educators and curriculum developers to consider variability in learners • Invests time upfront , meaning less retro-fitting later Adapted from: http://www.udlcenter.org/aboutudl/whatisudl) 17 17 Put a no the r wa y…. UDL shifts the focus from equality to accessibility! Equality Equity Accessibility 18 18 9

5/1/2019 UDL does not mean we change our learning goals, but we do look for ways to separate the means from the goal when that makes sense! Get fit by doing sit ups. Get fit. 19 19 Sa id a no the r wa y… UDL is tight on goals, but GOAL flexible on means. 20 20 10

5/1/2019 Outc o me vs. Pro c e ss • Learning outcomes are key in this process: – Outcomes aka standards, competencies are non- negotiable – They must be demonstrated by the learner, sometimes in a specific way or time frame • In contrast, consider the following: – Expectations that are tradition – “This is how we have always done it.” 21 21 UDL ha s thre e princ iple s… Engage with content and concepts in different ways Represent content in different ways Express knowledge and skills in different ways 22 11

5/1/2019 E a c h princ iple ha s thre e g uide line s Engagement • Options for recruiting interest • Options for sustaining effort and persistence • Options for self ‐ regulation Representation • Options for perception • Options for numbers, language, & symbols • Options for comprehension Expression • Options for physical action • Options for expression & communication • Options for executive functions 23 23 E a c h g uide line ha s se ve ra l c he c kpo ints • Checkpoints suggest specific strategies for implementation • http://udlguidelines. cast.org/ 24 12

5/1/2019 Putting it all together… 2 5 25 26 26 13

5/1/2019 Questions and Reflections 27 27 E xa mple s o f UDL a t SRS Representation Expression Engagement Provide a glossary of Use technology to Live or pre-recorded • • • terms before class turn traditionally in- presentations class tasks to Leave a technique • Essay or blog style home-based tasks video online for • repeat access written assignments Allow a choice of • assignment Post slides in Written or audio- • • parameters (e.g., advance of class recorded reflections presentation must Use a mix of text, • be geared toward Exams with a mix of diagram, audio, • medical residents video question types OR educational Incorporate breaks, Flexible time limits assistants) • • large group work, unless learning Allow a choice of • small group work topics for outcomes dictate a Offer pre-class assignments • time limit readings, videos, etc . 28 28 14

5/1/2019 E xa mple s o f UDL T o da y Representation Expression Engagement Provided handout Speaking to large • • Choosing which • and slides in group meal to prepare advance Speaking to small • Encouraging Using a mix of text, • • diagram, audio, group collaboration video with table ‐ mates Writing on • Incorporating • flipchart • Clearly linking breaks, large group topic to daily work, small group Recording key take • work practices away messages Taking (writing, voice • • Varying photographs of memo, attentional flipchart results or photograph) demands emailing typed version 29 29 Activity: UDL “Around the World” 30 15

5/1/2019 Challenges with UDL in Clinical Education 31 31 32 32 16

5/1/2019 Wha t will yo u ta ke a wa y with yo u to da y? • Low Stakes Activities – Projects – Background information • Higher Stakes Activities – Documentation – Client interactions 33 33 Yo ur re fle c tio n fro m to da y’ s wo rksho p, ….did we me e t the o b je c tive s? 1. Describe the principles of universal design for learning (UDL) 2. Generate practical applications of UDL principles for clinical education 3. Identify strengths and challenges associated with UDL in clinical education 34 17

5/1/2019 L e a rn mo re a b o ut UDL • Websites about UDL – www.cast.org – http://udloncampus.cast.org/home#.VzTaYXo5UmE • UDL Theory and Practice E-Book – http://udltheorypractice.cast.org/login (Free though login is required) • Latest information about accessibility at universities across the province of Ontario – http://www.accessiblecampus.ca/ 35 35 Thank You! We welcome your feedback. 36 36 18