Using Universal Design for Learning to Design Self-Paced Professional Development Modules for Adult Education Instructors
The goal of this article is to argue that two key UDL-based design concepts - accessibility and relevance - can be used to increase the effectiveness of professional development for adult educators.
Adult education instructors are as diverse as the students they teach. Their professional backgrounds, training, licenses, and modalities of teaching (online, in person, open vs. closed enrollment, etc.) vary widely, which can make the planning of meaningful, effective professional development challenging. Universal Design for Learning (UDL) is a research-based educational framework developed almost 30 years ago by CAST, a non-profit education research and design organization. Using the UDL framework, CAST has developed self-paced professional learning modules that can be accessed freely through the Literacy Information and Communication System website (https://lincs.ed.gov/). The goal of this article is to argue that two key UDL-based design concepts - accessibility and relevance - can be used to increase the effectiveness of professional development for adult educators.
Universal Design for Learning (UDL) is a research-based framework to guide the design of inclusive and engaging learning environments. Echoing the concept of universal design in architecture, which aims to make spaces and information more accessible to individuals with disabilities (Mace et al., 2000), UDL is intended to expand learning opportunities for the widest range of learners. Local adult education programs can use UDL principles to design professional development with the same care we expect adult educators to use when teaching their own adult students. In partnership with the Office of Career, Technical, and Adult Education (OCTAE), CAST developed seven self-paced professional development modules for adult education instructors that are available on LINCS: https://lincs.ed.gov/.
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