In the world of online education, we often talk about “engagement” and “innovation.” But at the core of every successful digital experience is a more fundamental value: creating content that works for everyone.

At CourseArc, our mission has always been to solve a critical challenge: helping educators create high-quality, interactive content without sacrificing accessibility. Ten years ago, we started with the belief that learning should be accessible to everyone, regardless of their abilities. Today, as we support over 1.2 million learners, that love for accessibility remains our driving force.

For many educators, creating accessible STEM content feels like a monumental technical challenge. We rely on visual diagrams, complex graphs, and detailed formulas—all things that can be tricky for students using assistive technology.

The good news? Making your STEM courses accessible doesn’t require becoming a coding expert. It simply requires a shift in how you use existing tools and a focus on providing clear, descriptive text. Here are three simple strategies to make your technical content inclusive from the start.

Educators, instructional designers, and content creators alike are navigating tight timelines, growing content demands, and the constant push to create high-quality, accessible learning experiences. With the growing conversation around AI in education, many teams are wondering how these tools can offer real, practical value, without compromising quality or control.

At CourseArc, we believe AI should support your process, not disrupt it. That’s why we’re excited to introduce our AI-powered features. Built directly into the platform, these new features help your team work more efficiently, meet accessibility standards, and keep development moving forward.

These features—AI-generated alt text and long descriptions, AI-assisted conversion of outlines and lesson materials, etc. into editable CourseArc lessons and pages, and automated quiz creation—are designed to lighten your load where it counts. They’re intuitive, easy to use, and built with instructional quality and accessibility in mind.

Digital accessibility isn’t just about compliance—it’s about creating a better, more inclusive experience for everyone. With the recent updates to ADA Title II, public entities now have clearer guidelines to follow, making accessibility a top priority. But what does this mean in practice? How can organizations ensure their digital content meets WCAG 2.1 AA standards while also improving the user experience?

At CourseArc, we believe accessibility should be embedded in every step of the content creation process, not just treated as a checkbox. To unpack the latest changes and share actionable insights, we sat down with Shannon Urban, Accessibility Director at McGraw Hill, who supports CourseArc with accessibility work. As a Certified Professional in Accessibility Core Competencies (CPACC) and an expert in digital accessibility, Shannon shares her perspective on what organizations need to know—plus practical steps to move beyond compliance and build truly inclusive digital experiences.

Here’s our conversation.*

(Unsure of where to begin on your accessibility journey? Don’t panic. We’ve created a handy downloadable guide to help you.)

Shannon Urban brings over two decades of experience in education—first as a teacher in both brick and mortar school districts and virtual school districts, then as a product manager and accessibility specialist in ed tech, then as an Accessibility Director. She has extensive experience in market research, user testing with people with disabilities, competitive analysis and developing and managing enterprise-level accessibility programs. Shannon is a Certified Professional in Accessibility Core Competencies (CPACC), issued by the International Association of Accessibility Professionals (IAAP).

As we explored in our “The Future of Online Learning is AI” blog post, the advancements in artificial intelligence (AI) technology has brought forth many new and exciting uses, especially for education. CourseArc has been committed to staying at the forefront of this new technology, and has been exploring ways to utilize AI to help everyone achieve accessible content. 

Today, we are proud to announce and unveil our new AI tool designed to assist visually impaired users: Image Insights. Image Insights is free to anyone and everyone who has a ChatGPT account.

1. Detailed Image Descriptions

   • Image Insights provides detailed descriptions of images, breaking down complex visuals into understandable segments. It includes information on colors, shapes, objects, and their arrangements, ensuring that users get a clear picture of the image’s content.
   • For example, an image of a sunset over a beach would be described with details about the colors in the sky, the position of the sun, the appearance of the water, and any visible elements on the shore.

2. Optical Character Recognition (OCR)

   • Image Insights uses OCR to extract text from images. This feature is particularly useful for interpreting signs, labels, or any text-based content within an image.
   • The tool converts the extracted text into a readable format and includes it in the description, providing users with both visual and textual information.

3. Contextual Nuances

   • Beyond just describing what is visible, Image Insights captures the context and implied messages within an image. This includes identifying emotions expressed by people, the mood of the scene, and any significant background details.
   • For instance, in a photo of a family gathering, Image Insights would describe the setting, the interactions between family members, and any emotions conveyed through facial expressions and body language.

4. User-Friendly Interactions

   • The tool is designed to interact with users in a warm and approachable tone. This ensures that the descriptions are not only informative but also engaging and easy to understand.
   • Technical jargon is avoided unless necessary for clarity, making the information accessible to users with varying levels of technical knowledge.

Here are ways that the Image Insights AI tool can be used within the CourseArc environment: 

• Copy and paste the output into the ‘Long Description’ area of the Image Block;
• Create textual content based on an image for use on a page;
• Create tables from charts, graphs, etc. to use on a page; and
• Use the output to create an assessment item based on the image.

Who can use the Image Insights tool? The short answer: anyone! Below is a non-exhaustive list of the ways in which the Image Insights tool can be applied: 

1. Educational Tools

   • Supporting visually impaired students with image-based learning
   • Accessibility in digital textbooks and educational resources

2. Web Accessibility

   • Enhancing website content for visually impaired users
   • Meeting accessibility standards and guidelines

3. Social Media Accessibility

   • Describing images in social media posts
   • Ensuring inclusivity in online interactions

4. Professional Use Cases

   • Assisting in visually demanding professions
   • Providing descriptions for presentations and reports

CourseArc’s core and founding mission is to remove barriers so everyone can learn. Here are just a few benefits of the new Image Insights tool: 

• Promotes inclusivity and equal access; 
• Enhances the user experience for visually impaired individuals;
• Reduces barriers in communication and information access; and
• Allows users to interact with the tool to request modifications, clarification, or change the way information is delivered (example: converting from lists to a table).

The Image Insights tool is free to all users, but users must have a ChatGPT account to access it.  Due to the current restrictions for free accounts and GPT-4.0, people with a standard account will run into limitations on how many times they can use Image Insights per day. People with ChatGPT Plus accounts will not run into these limitations.

We strongly suggest users turn off the setting that allows their chats to improve the larger model.

Image Insights was created by CourseArc but we do not control and have not contributed to the LLM running it.

We will continue to make improvements to Image Insights but it is not part of the core CourseArc platform and therefore is not part of our overall development cycle.

As with all uses of AI, there will be mistakes and imperfections. This tool was created to help people and improve accessibility and productivity, but it will make mistakes and have limitations. Improving output from ChatGPT is also an iterative process. Image descriptions can improve by asking ChatGPT for tweaks. 

We are not affiliated with or beholden to OpenAI or ChatGPT in any way. 

Read more information about Image Insights on our website.

CourseArc is committed to staying at the forefront of educational technology by actively researching and incorporating the latest advancements in AI. While we recognize the excitement of AI, we are equally aware of the associated challenges and concerns. Therefore, we are taking a cautious and deliberate approach to integrating AI into our platform, ensuring that our clients can trust in the responsible use of this powerful technology. 

Our mission is to help our clients save time and improve workflows, ensuring they receive the most practical and beneficial applications of AI while delivering high-quality and engaging course content.  For example, AI can tailor educational experiences to individual students, handle administrative duties, and offer immediate feedback, thereby improving the learning process. We are committed to delivering high-quality and engaging course content while using AI responsibly.

Learn more about our approach to AI, join us in the conversation, and stay tuned for what’s to come for CourseArc and AI. 

AI, or Artificial Intelligence, is a simulation of human intelligence processed by machines. This means that machines, created and controlled by humans, can process, replicate, and respond to the human world. In essence, AI is a manifestation of human thought in a mechanized form.

We’ve all been interacting with some form of AI for decades.  AI has helped shape what we know as algorithms and “Big Data”, as machines can process data faster than humans. In this digital age, data sets one organization apart from another. However, AI and its uses are now mainstream, bringing us to the topic today. Due to deep learning, blockchain, and other technological advancements, AI technology has grown by leaps and bounds. These advancements have enabled machines to learn from data and make intelligent decisions.

There’s nothing to fear about AI. AI is a tool created by humans; like all tools, we need to learn how to use them.

The role of AI in online learning is pivotal, particularly in creating a more inclusive learning environment. Educators have long recognized the value of  personalized education for their learners. AI, by enabling the implementation of the Universal Design for Learning (UDL), can eliminate learning barriers for all students. UDL is a framework and set of principles for curriculum development that aims to provide all students with equal opportunities to learn. The UDL framework centers around anticipating what works best for each student, and then intentionally integrates those guideposts into the course. AI models can facilitate the creation of personalized learning paths and tailored curriculums, thereby fostering a more inclusive learning environment.

We’ve already seen this type of customized artificial intelligence in action when we stream on our favorite streaming apps, like Netflix. The streaming platform customizes your preferences based on the types of shows and movies you watch and the searches you make. Why not do this for education?

The World Health Organization (WHO) reports that 1.3 billion people worldwide experience disabilities that can affect their mobility, hearing, vision, and cognition. Many of these disabilities impact their ability to participate in the world—both online and offline. AI can change that, however, by helping us all create a level playing field. 

The potential of AI to assist in ensuring accessibility is significant. The U.S. Department of Justice issued a final rule to ensure the accessibility of web content and mobile apps for people with disabilities. These rules provide clear guidelines and technical requirements for state, local, and public entities to adhere to, using the WCAG 2.1 AA as the technical standard. Many organizations are still determining how to meet these requirements. AI could be a valuable tool in this regard.  

Creating accessible online course content, and helping others do the same, is part of CourseArc’s core mission. We are exploring ways to utilize AI to help everyone achieve accessible content. 

AI, like any new technology, has its constraints. It’s trained through data model sets to make accurate predictions or decisions, primarily based on available data. This means it can hold bias, just like humans. For example, our CEO, Katie Egan, asked AI to produce an image of a CEO for her. In every round, AI only made images of white males. While no universal standards are yet in place for AI output and design, many institutions are working toward reducing or eliminating bias against individuals, communities, and groups. 

There are accuracy concerns regarding AI and its outputs. AI can produce instantaneous results that sound convincing, but they are not always factual and correct. Intellectual property and copyright issues have also spurred major debate about AI and its uses. Many educators cite plagiarism as a major reason not to adopt AI. 

The increasing use of AI also raises concerns about individual privacy and data collection, such as informed consent, transparency, data collection, data access, data dissemination, data spillovers and unwarranted surveillance.

It’s crucial to remember that AI is a tool created by humans. Therefore, human oversight and responsibility is paramount. The task of checking for accuracy, plagiarism, privacy, and bias is not a burden, but an empowering part of the learning experience for both educator and learner. This oversight ensures that AI is used ethically and responsibly, enhancing the learning process.

An example of results from a search from an AI Image generator using the search terms, “CEO giving a presentation.”

CourseArc is committed to staying at the forefront of educational technology by actively researching and incorporating the latest advancements in AI. While we recognize the excitement of AI, we are equally aware of the associated challenges and concerns. Therefore, we are taking a cautious and deliberate approach to integrating AI into our platform, ensuring that our clients can trust in the responsible use of this powerful technology. 

Our mission is to help our clients save time and improve workflows, ensuring they receive the most practical and beneficial applications of AI while delivering high-quality and engaging course content.  For example, AI can tailor educational experiences to individual students, handle administrative duties, and offer immediate feedback, thereby improving the learning process. We are committed to delivering high-quality and engaging course content while using AI responsibly.

Learn more about our approach to AI, join us in the conversation, and stay tuned for what’s to come for CourseArc and AI. 

1. DataLoop Expands Range of Services to Include Data Annotation for Various Industries and Sectors | Jul 21, 2021 – ReleaseWire. http://www.releasewire.com/press-releases/dataloop-expands-range-of-services-to-include-data-annotation-for-various-industries-and-sectors-1343298.htm
2. Hardison, H., & Blad, E. (2023, September 26). Educators share advice on supporting students with learning differences. *Education Week*. https://www.edweek.org/teaching-learning/educators-share-advice-on-supporting-students-with-learning-differences/2023/09
3. Xuan, Q., & Wu, J. (2020). A Study on Artificial Intelligence for Health Care System. Biometrics and Bioinformatics. http://ciitresearch.org/dl/index.php/bb/article/view/BB042020003.

Belo Miguel Cipriani, Ed.D is the Executive Director of Oleb Books.

by Belo Miguel Cipriani, Ed.D., Executive Director, Oleb Books

In the fast-paced world of online learning, clear communication is crucial for course creators. Learners often have limited time to spend on training, so when they engage with courses, the experience needs to be straightforward and easy to navigate. In this article, we explore how training materials can be revised using plain language to improve the learning experience.

Prioritizing the Learner

Imagine handing learners a training manual filled with dense, jargon-heavy text and lengthy explanations.

Training doesn’t have to feel like a struggle. In fact, successful training modules are accessible, engaging and even enjoyable. As a bonus, well-executed work-related training offers employees the opportunity to take a welcomed break from their daily routines.

• Put information in logical order, with the important details first.
• • For example: “’Designing Accessible Outdoor Spaces’ is a new course that will be offered this Fall” is easier to grasp right away than, “There is a new course offering coming this Fall called ‘Designing Accessible Outdoor Spaces’.”
• Use an active voice, with a clear “actor “in your writing. 
  • For example: “You must enroll in the course by Tuesday, April 9, 2024” is more clear than “Course enrollments must be completed by Tuesday April 9, 2024.”
• Use language familiar to your target audience. Provide definitions for any unusual words. Avoid jargon. 
  • For example: Unusual word-contagion (disease that is easily spread). Tuberculosis is an airborne contagion. Meaning this disease is easily spread through the air by coughing, sneezing and spitting.
• Spell out acronyms as they are introduced and occasionally throughout the text. 
  • For example: using the acronym SPCA, “Every year he donates two hundred dollars to the Society for the Prevention of Cruelty to Animals (SPCA).”
• Avoid metaphors. 
  • For example: “It’s raining heavily outside” can be understood better by varying levels of English comprehension versus “It’s raining cats and dogs outside.” 

In online learning, plain language writing is a powerful tool for designing practical and effective courses. Plain language helps with:

1.  Accessibility: Not all learners have the same language proficiency or literacy skills. Using plain language ensures that educational content is accessible to a broader audience, including those with diverse backgrounds and abilities.
2.  Clarity and Comprehension: Online learners come from different cultural, linguistic, and educational backgrounds. Plain language minimizes confusion and ensures content is easily understood by all learners, no matter their prior knowledge or experience. 
3.  Retention: Clear, straightforward language aids in information retention. Learners who can easily understand the content are more likely to remember and apply it effectively.
4.  Efficiency: Online learning often involves self-paced study, where learners engage with content independently. Plain language facilitates efficient learning by reducing the time needed to decipher complex language or concepts.
5.  Engagement: Engaging learners is essential for effective online education. Plain language writing keeps learners focused on the content rather than struggling to understand the language, leading to increased engagement and motivation.
6.  Reducing Barriers: For learners with disabilities, such as dyslexia or cognitive impairments, plain language can reduce barriers to learning by presenting information clearly in a straightforward manner.

Plain language is not just a buzzword. It’s a powerful writing approach in successful course design. By embracing clarity and simplicity, course creators can transform their learning materials and uplift the learning experience for everyone. 

You can find out more about using plain language and other accessibility topics by viewing the recording of our webinar: Unlocking Clarity: Improve Accessibility with Plain Language Fundamentals. 

Meaghan Barber, Director of Low Country Virtual

Tell us how your organization got started.

Low Country Virtual got its start from a group of school systems in the Charleston Metro Region who had been collaborating for several years. After year one of the pandemic, the district superintendents wanted to discontinue emergency remote learning and shift into high-quality online learning based on the National Standards of Quality. Leaders from these districts spent eight months planning the program and working out the processes to share an online program across school district boundaries, and as a result, Low Country Virtual launched in the fall of 2021.

That was an easy decision for us. We are a shared services model meaning we belong to eight school districts that partner together to offer an online program. Our district partners range in size from 1,500 students to more than 50,000 students. These district leaders realized that by partnering together they could expand their online program and offer parents the option to remain enrolled in the home school and district; yet, these students have the opportunity for the flexibility and benefits of an online program.

Low Country Virtual digital flyer promoting their services.

We believe that a high-quality online program possesses many features that align with what we know to be true about how students learn best. Our leaders knew when they launched the program that aligning it to the National Standards for Quality (NSQ) would ensure that we created a strong program. Additionally, we wanted to learn from and with our peers in the field, so we sought out organizations such as the Digital Learning Collaborative and Quality Matters (QM) and actively engage with them and their activities.

Our students have a variety of factors that make an online education the best fit for them. One thing they all have in common is that they enjoy the flexibility that an online program offers, and the learning management system and course design aligns with how they learn best. Low Country Virtual is a competency-based program meaning that we allow students multiple opportunities to master the learning objectives. Additionally, we ensure alignment between the written, taught and assessed curriculum. There are supports built into our program all along the way, and positive student learning outcomes is our ultimate goal.

Our students and families love Low Country Virtual, lovingly called LCV. The reception has been great!

Low Country Virtual illustrates the difference between asynchronous and synchronous learning for students and parents to understand.

Our enrollments have ranged from approximately 200 to over 700 students at times. We still think we are one of our state’s best kept secrets and strive to get the word out about our work.

We like to distinguish what occurred at the beginning of the pandemic from what online learning should really be. When schools had to immediately close and shift during the spring of 2020, that really was emergency remote learning in most cases and not true high-quality online learning. That is the reason our district leaders sought to establish Low Country Virtual. They wanted to shift from emergency remote learning to the best practices that have been identified by organizations like NSQ and QM.

Learning management systems, digital content and online schools and programs can be powerful tools that can serve students not only in a crisis, but also each and every day. While schools are back to a face-to-face setting, hopefully, we will have learned much during the pandemic and can maximize the use of these tools in a brick and mortar classroom.

Low Country Virtual’s digital flyer describing the roles and responsibilities of a learning coach.

CourseArc has played a pivotal role in enhancing our ability to provide comprehensive support to students, schools, and educators. By leveraging CourseArc’s powerful platform, we’ve been able to seamlessly design and execute courses while incorporating industry best practices from both NSQ and QM.

This platform has significantly streamlined our course design and implementation processes, rendering them more accessible and user-friendly than ever before. CourseArc empowers us to effortlessly integrate interactivity strategies, rich instructional materials and robust assessments, thus, enriching the overall learning experience. Additionally, CourseArc equips us with the tools to align courses with precision and make necessary adjustments in a straightforward manner.

We are truly delighted to have the capability to create courses that are not only easily navigable but also interactive, all while aligning seamlessly with the Quality Matters Rubric. CourseArc has undeniably elevated our ability to support the educational journey of students, schools and educators.

It is our goal to continue to design and develop high-quality online courses to be shared across our partner districts.

We encourage organizations to engage in membership organizations such as Quality Matters and the Digital Learning Collaborative. Learn from and with others in the field, and collaborate and share as much as you can. There is tremendous wisdom in the field. None of us is as smart as all of us.

Beth Ritter-Guth, Associate Dean of Online Learning & Educational Technology

Everyone wants to feel welcomed, seen and heard. While it seems like an easy task, not every organization gets it right. Northampton Community College, however, understands its diverse student population and is committed to diversity, equity and inclusion best practices throughout its campus and beyond. The CourseArc team chatted with Beth L. Ritter-Guth, Associate Dean of Online Learning & Educational Technology to talk about Northampton, their journey to online learning and more.

Since its establishment in 1967, Northampton Community College (NCC) in Pennsylvania is where Lehigh Valley residents turn to earn a degree, access workforce training, learn new leisure activities and bring their children for enrichment.

Today, NCC serves more than 35,000 students a year in credit and non-credit programs, and is strategically positioned to provide students with the education that they need in order to enter the workforce or to continue their studies. NCC grants degrees, certificates and diplomas in more than 100 fields, is one of the largest employers in the Lehigh Valley and is the only community college in Pennsylvania to offer on-campus housing. With three campuses, NCC also enjoys a student body that is diverse in terms of age, ethnicity, income and academic interest.

Northampton Community College Monroe buildings

Since its establishment in 1967, Northampton Community College (NCC) in Pennsylvania is where Lehigh Valley residents turn to earn a degree, access workforce training, learn new leisure activities and bring their children for enrichment.

Today, NCC serves more than 35,000 students a year in credit and non-credit programs, and is strategically positioned to provide students with the education that they need in order to enter the workforce or to continue their studies. NCC grants degrees, certificates and diplomas in more than 100 fields, is one of the largest employers in the Lehigh Valley and is the only community college in Pennsylvania to offer on-campus housing. With three campuses, NCC also enjoys a student body that is diverse in terms of age, ethnicity, income and academic interest.

NCC is a college fiercely committed to addressing issues of diversity, equity, and inclusion. NCC’s commitment to diversity, equity, and inclusion extends across all areas of the college community and is not bounded by any single school, location, or group. It must permeate every corner of the college. The college prioritizes its commitment to diversity in many ways: Examples include making the Chief Diversity Officer a Vice President level position reporting to the President; the creation and implementation of a Diversity, Equity, and Inclusion Strategic Action Plan, a Title IX Reporting system, Disability Services, the NCC Diversity Committee, Veterans Affairs, and supporting our caucuses (Hispanic Caucus, Pan African Caucus, Asian Pacific American Caucus, In/Visible Dis/Abilities Caucus, Women Caucus), Chosen / Preferred Name Policy and Equity Certificate. We are currently working on a bias-related incident report system. The Bias Education and Response Team (BERT) consists of a cross-disciplinary group of staff and faculty who will ensure that students, faculty and staff have the means to report bias incidents, share information about incidents reported to the BERT and advocate for prevention and awareness programs.

The creation of a strategic plan is an important focal point for moving ahead. It provides a road map for how we will structure our work in DEI and how we will measure our progress during the next several years and beyond. Our goals have been developed under the careful direction of the College’s Diversity Committee and President’s Cabinet and reflect numerous discussions, conversations, and modifications to ensure they address key areas essential to evolving our work around DEI into best practice.

With an enduring commitment to the regional community it serves and a focus on student success, Northampton Community College has developed a reputation as an institution of extraordinary distinction, earning accolades at the state and national levels for innovative programs, outstanding faculty and impressive student achievements. It counts among its successful alumni a four-time Pulitzer Prize winner and an Academy Award winning director as well as a host of CEOs, presidents, and leaders of business and industry. NCC has one of the largest scholarship programs in Pennsylvania. Today, Northampton Community College has locations in Bethlehem, Southside Bethlehem, and Monroe County, serving students each year from 53 counties, 42 countries and 25 states. NCC Bethlehem campus offers housing and residence life. The college is home to the most diverse student body in the region with a strong focus on diversity, equity and inclusion.

Northampton Community College Bethlehem campus buildings outside views during Fall Foliage.

NCC had to shift to fully remote, much like many others in the area, when the pandemic hit. Luckily, NCC was well-versed in delivering classes in an online format, with over 20 years of experience. However, the College allowed for more flexible course offerings to students.

NCC offers course formats to fit a student’s life, allowing them to select the best options for their busy schedules. Formats range from in-person, online, hybrid and more. Some online courses meet at a scheduled time, while others are self-paced with weekly milestones. These formats have given students more control of their learning, while placing an emphasis on health and safety practices to prevent the spread of COVID-19.

When we launched CourseArc at NCC, our first focus area was on Faculty Training. We knew that if we could get faculty on board and excited about CourseArc that they would see it as a valuable tool that they could adopt in their own teaching. We redesigned our Online Learning 101: Online Teaching Training course using CourseArc. This training course is required for faculty who wish to teach online at NCC. Faculty who participated in the training responded positively to CourseArc and several of them chose to adopt CourseArc for their own courses. This eventually expanded into use in several programs at the College, including Dental Hygiene, College Success, and Early Childhood Education.

On the student side, we created an engaging onboarding tool to help students learn how to use Blackboard, student email, video conferencing tools, and other things necessary to be a successful student. We are able to share the link to the session and update the session as needed without needing to send out a new link. Using CourseArc, we are able to give students different ways to learn, including embedding videos, linking to supplemental information, clicking around on images for more information and using virtual flashcards. Students can access this information on a computer or mobile device and they can refer back to it as needed. One of our favorite things about CourseArc is the built-in accessibility features. Universal design and accessibility are very important to us, so we appreciate a tool that is intentional about providing accessible content to learners.

NCC has been offering high quality online education for 20+ years. As we move forward through the changing landscape of Higher Education, we plan to continue offering flexible course formats, providing equitable learning opportunities, and creating more accessible course content to support student needs.

Work with organization stakeholders and online learning experts to identify student needs and to determine what high quality, engaging online learning would look like at your organization. Identify innovative course developers and those who are passionate about supporting learners who can support online content development. Don’t be afraid to try new tools, like CourseArc, that can provide accessible, engaging learning experiences. And lastly, keep learning and exploring new tools, pedagogy and trends in online education that can take your program to the next level.

If the scenario above resonates with you, then you would have benefited from an instructor who integrated UDL principles into their course. Instead of requiring all students to take a multiple choice quiz, the instructor would have integrated ways in which the course could allow for “individual choice and autonomy” by offering more than one way to express learning. Thus, an instructor could have allowed you to dictate your comprehension of concepts to a fellow student, draw a diagram to show how the concepts relate to one another, or use digital media to compose a collage to visually represent big ideas discussed in class.

Essentially, the UDL framework centers around anticipating what works best for each student and then intentionally integrates those guideposts into the course. Instructors who leverage UDL principles understand that in order for authentic learning to take place, all students must uniquely engage through meaningful presentation of academic content and be provided with multiple opportunities to respond and express evidence of learning. This process is viewed through three primary phases: accessing, building, and internalizing thought necessary to achieve overarching goals. The ultimate goal of a UDL classroom setting is to foster expert learners who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal directed. The following diagram illustrates how these concepts interact with each other.

The integration of UDL principles into a college classroom does not completely resolve the impact a learning disability has on a student. According to the National Center for Learning Disabilities (NCLD), students with LD attend college at half the rate of students without LD. Further, once students with LD do make it to college it is extremely difficult for them to get the accommodations they need in order to be successful. Individualized accommodations are different from what is offered from a UDL perspective. Since learning disabilities affect a student’s acquisition of knowledge and skills due to a neurodevelopmental disorder, accommodations must be identified and appropriately prescribed in order for the brain to successfully process information and engage in learning activities. Accommodations could include but are not limited to having a note taker, proofreader, or extended time on assignments. UDL on the other hand is different because it provides the instructor with a “blueprint for creating instructional goals, methods, materials, and assessments” in order to increase effectiveness in reaching a larger portion of students. The following venn diagram illustrates a few of the key differences.

Since one major commonality between UDL and individualized accommodations is access, it is possible to use both approaches to facilitate a barrier free learning environment. UDL principles are anchored down by nine guidelines and associated checkpoints which lends itself nicely to course planning and implementation. For example, if some or all of the college course work lives on a learning management system (LMS) then it would be safe to assume that incoming students require a certain degree of digital and media literacy. Instructors can anticipate barriers naturally imposed by a LMS and design a more responsive learning environment. The course could embed support driven by guidelines and checkpoints that set up a student with a learning disability for success.

Below is a line of questions that may help initiate the integration of UDL supports in an existing classroom setting. Start from the bottom and work your way up.

Considerations for UDL Supports

What communication process is in place to check effectiveness of the accommodation?

Does any student require an accommodation in order to achieve the learning goal?

Does any of the UDL features require explicit instruction to be accessed by all students?

What UDL Guideline/Checkpoint Should be Referenced?

What UDL Principle is Active?

What is the Potential Barrier?

What is the Learning Goal?

Sometimes those in a leadership role may not be confident enough in the subject matter to evaluate online learning content and give advice of a pedagogical nature, especially as the content becomes more specialized or technical. Leadership can still assist instructors with being more responsive to the diverse learning needs of their students. First, identify ways in which dialogue can be fostered around UDL and learning differences to help instructors understand why some students may be struggling. For example, department leaders could start a discussion board, subscribe to UDL newsletters, add UDL topics to meeting agendas, or encourage attendance to UDL webinars. Second, connect instructors with supportive resources on campus for students. There may be programs that offer free screenings for learning problems, peer tutoring, counseling and mentors. Lastly, help instructors connect learning objectives and assignments with opportunities for students to express learning through multiple means. Assignments can integrate use of media labs, library resources, art studios, printing shops, and auditoriums as a way to provide multiple means of expression.