This article provides an overview of how Universal Design for Learning (UDL) applies to higher education. Illustrations of UDL implementation are made, using both campus models of systemic change and coursework exemplars. Start-up solutions and sample applications are summarized. The purposes of this article are to: provide an overview of UDL, including needs for and challenges to UDL in higher education; and identify start-up strategies and models for faculty implementation of UDL practices, addressing potential challenges to their use.

This article focuses on meshing technology-enhanced learning with cooperative learning pedagogy, to address teaching/learning challenges in higher education online and hybrid courses. Illustrations of implementation are made using coursework exemplars. Start-up solutions and sample applications are summarized. The purposes of this article are to provide an overview of cooperative learning in online and blended teaching/learning settings, and identify start-up strategies for faculty implementation. Teaching and learning in technology-supported environments pushes boundaries, as students' (a) learning takes place both asynchronously and synchronously; (b) access to mobile devices, hardware, software, Internet, and other applications increases; and (c) technology skills vary (Narozny, 2010). Among others, the Partnership for 21st Century Skills (2008) argues that "21st century skills. .. are the indispensable currency for participation, achievement and competitiveness in the global economy." These skill sets-critical to building students' personal knowledge management-include: (a) critical thinking; (b) complex problem-solving; and (c) communication/collaboration

As higher education grapples with addressing the 21st century needs of learners, technology is a pervasive concern. Waters (2012) painted a picture of three historical “screens,” namely the television screen, the computer monitor, and today's mobile device screen. As mobile devices become increasingly commonplace in the workplace and on the street, educators are faced with challenges to staying updated, infusing relevant use, and engaging students who are both media-savvy and device-dependent (Edson & Gradel, 2011; Gradel, 2012). Quick Response (QR) codes—easy-to-use links from offline to online content—may be functional “hooks” to making mobilism more relevant to student learning and engagement in higher education. This article addresses: basics about QR codes, popular and research literature, and recommended cross-discipline applications and efficiencies in higher education.

No abstract

In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.