Universal Design for Learning at University: Technologies, Blended Learning and Teaching Methods

Abstract

After almost 10 years from the first report on the diffusion of the Universal Design for Learning (UDL) in Europe, didactic planning related to the UDL is slowly spreading in Italy, while research is still in its infancy; there is a lack of documented experiences and impact assessments, especially for higher education. International research discusses the opportunities to redesign learning environments to create equal access to education for all in higher education courses. In this paper we report a university teaching experience based on multiple means of Engagement, Representation, and Action & Expression. We have experienced active and inclusive teaching methodologies in dual mode with second year students enrolled in a course on “Teaching and Learning” of the bachelor’s degree program in Education. The proposal repeats, with some improvements, a previous university experience of Flipped Classroom in distance learning. The paper reports the first results of the teaching innovation in progress. It investigates the students’ perception about: 1) the attractiveness of the proposal compared to more traditional approaches; 2) their own learning paths; 3) their motivation.

Training Cerebrovascular and Neuroendovascular Surgery Residents: A Systematic Literature Review and Recommendations

“…59,62,[65][66][67][68] This piecemeal method of learning, while allowing for focused efforts in understanding complex subjects, alienates context and application to broader concepts and strategies. 10 One strategy involves considering the angiography suite no different than the operating room, providing longitudinal exposure. Additionally, introducing supplementary tools via simulators, models, or live feedback may be beneficial to increase learning efficacy when case exposure opportunities may be relatively rare.…”

“…17,83 The marked differences among fellows in primary postdoctoral training is a further indication for UDL-structured frameworks that attempt to allow for equal learning curves among classmates with variable academic backgrounds and training styles. 10 Critically, nonsurgical fellows must be diligently educated in recognizing and avoiding bias. Just as the intuition of a neurosurgeon trained only in open methods may be to operate on a given case despite better-suited endovascular options, so too nonsurgical interventionalists may be tempted to offer endovascular treatment in cases that may be better managed with open surgery.…”

“…The UDL, an increasingly common pedagogy used across multiple educational settings, aims to teach multiple trainees with unique learning styles and experiences within a single curriculum. 10 UDL strategies incorporate multimodal approaches in trainee engagement, information presentation, and trainee expression of learning in a blended format to allow students to thrive regardless of background or learning style. 10 database and common internet search engines for studies involving the training of neurosurgical residents in cerebrovascular and endovascular neurosurgery.…”

An Open-Source Intelligence-Driven Analysis of International Students’ Blended Learning in China

“…It will be desirable to seek outside assistance if China hopes to win this competition. The first step might be to assess the impact of international students' online blended learning on other countries and look for diversified channels to rebuild the system while easing the restrictive Covid policy (Baroni & Lazzari, 2022;Bolon et al, 2020;Bulaeva et al, 2017;Gupta, 2021). Alternatively, it might be to increase trade cooperation scale through financial power with ASEAN countries in order to attract more international students and maintain global competition (Ashour, 2020;Lomer & Anthony-Okeke, 2019;Paez et al, 2009).…”

“…From the viewpoints of institutional technological supply, student demand, operational process improvement, instructional style, and many other views, this problem is tackled in a variety of ways. While taking into account their significance to the overall influencing elements, academic efforts have been made to integrate these viewpoints into the online blended learning management framework (Bamber & Pike, 2013;Baroni & Lazzari, 2022).…”