Opening title: UDL: Accessing and Interacting with Information - Navigating Woodlock Hall Library with Alana Mahon O¡¯Neill, Reception and Issue Desk Team, DCU Library.

Woodlock Hall Library¡¯s lack of directional signage and the unconventional combination of Dewey Decimal and Library of Congress cataloguing systems made navigation challenging for users.

To address these challenges, I created a floor map which allows users to quickly locate books based on column number, subject or collection. UDL graphic: Multiple means of representation. Recognition networks. The ¡®what¡¯ of learning.

Elements such as text size, colour, language, context and accessibility were taken into consideration to ensure it could be accessed by a diverse range of users. Users are also able to navigate the library through posters and brochures. The posters include ¡®You Are Here¡¯ call outs for user orientation.

The brochure layout was simplified, replacing call outs with coloured numbers that correspond to a legend on the back side of the plan ensuring readability on its small pages.

By employing UDL practices, I improved the library experience for a diverse range of users, offering multiple ways for staff and students to navigate and explore the library.

Opening title: UDL: Accessing and Interacting with Information - Using Audio Description with Assistant Professor Lucia Pintado-Gutierrez, DCU School of Applied Language and Intercultural Studies.

When communicating through images, there is a general assumption that all users can see. So when learning a different language, how do we include those who are blind or partially sighted when doing image-based tasks?

Using audio description technology, we can communicate images to blind or partially sighted individuals.

When students verbally describe images, they improve their communicative awareness in their first language, English, and their second language, Spanish. Audio description is already used to assist blind or partially sighted people to access visual images at the theatre, television programmes, films, live sports and other artistic forms.

UDL Graphic: Multiple means of representation. Recognition networks. The ¡®what¡¯ of learning.

Using the UDL principle of multiple means of representation, students learn to narrate the relevant information of pictures and clips in English and Spanish. So instead of starting from the assumption of all people having sight, we flip this and start from a point of blindness, learning to depict the key visual elements that are necessary for understanding images while students improve their vocabulary and descriptive skills.

Using audio description, we address diversity across the curriculum, minimizing communication barriers and maximizing accessibility to learning. This practice can be transferable to other modules where teachers use charts, graphs and diagrams that are key to understanding a particular concept. Students engaging in this task gained knowledge on accessibility issues and further develop their communication skills.

Opening title: UDL: Accessing and Interacting with Information - Library Live Wise Book Collection with Eil¨ªs O¡¯Neill, Outreach & Engagement Librarian, DCU Library. Everyone learns differently and in a variety of styles. I wanted to improve the accessibility of the library's ¡®Live Wise Book Therapy¡¯ collection.

This collection offers resources for self-care to DCU users and has been developed in partnership with DCU's Counseling and Personal Development service. UDL Graphic: Multiple means of representation. Recognition networks. The ¡®what¡¯ of learning.

The guide offers Multiple Means of Representation like books, e-books, videos and podcasts. All the videos and podcasts were captioned and alternative text was added to all of the images in the guide.

Using UDL, I rewrote the guide¡¯s descriptions in plain language, reducing long sentences, making text suitable for people reading English at all levels. These changes will help staff and students with different learning styles, abilities and diverse social and cultural backgrounds access information.

UDL Graphic: Multiple means of engagement. Affective networks. The ¡®Why¡¯ of learning.

Under the principle of Multiple Means of Engagement, I've highlighted the importance of setting goals on the guide¡¯s homepage.

Users write down their goals before choosing a resource and set short term and longer term goals using the lessons they've learned. Users are also prompted to take notes as they read or listen.

Going forward, I'll always use UDL practices when I'm designing a library web page, social media post or event poster.

Rather than aiming my communications at the average student, I will take into account the diversity of our staff and students to reduce barriers to learning, making our resources accessible to as many users in DCU as possible.

Opening title: UDL: Accessing and Interacting with Information. Library LETS Online

Tutorial with Lisa Callaghan, Information and Digital Literacy Coordinator, DCU

Library.

On entering university students often don't recognise the need for highly developed

information literacy skills.

These include finding quality information and how to critically evaluate, manage and

use that information effectively. These skills are critical to academic success and in

helping students to become critical thinkers and independent learners.

An online tutorial was developed to address this challenge. LETS is the library's

online information literacy tutorial. It's hosted on Loop and aimed at first year

undergraduate students, but it's available to all students.

It's really important to us LETS is accessible to all learners. To achieve this, we've

incorporated many UDL features.

UDL graphic: Multiple means of representation. Recognition networks. The ¡®what¡¯ of

learning.

For example, the tutorial contains a mixture of text and videos, and all our videos are

fully captioned.

UDL graphic: Multiple means of engagement. Affective networks. The ¡®Why¡¯ of

learning.

Learning outcomes are outlined at the start of each unit. The tutorial is self-paced, so

it really offers a flexible approach to learning, with self-check learning opportunities

throughout to promote engagement.

The built in Loop Progress Bar is used so students can track their progress. As a

reward or incentive, students receive a certificate upon completion.

Building UDL elements into the tutorial has really extended the reach and it's made it

more inclusive. We've seen an increase in the number of students completing all ten

units, not just accessing specific elements.

Students find the mix of content such as text, videos, interactive elements, really

helpful. The tutorial has also been shared with other institutions who are adapting it

for local use.

Opening title: UDL, Student input and codesign - Empowering the student voice with Assistant Professor Tamara Kolaric, DCU School of Applied Language & Intercultural Studies.

Sometimes theoretical concepts and ideas can be abstract and difficult for students to understand. A lack of choice, autonomy and input into module content and design, can also lead to student disengagement.

Through my UDL implementation, I try to increase the relevance of topics to students everyday lives and offer students more choice and agency.

My module, Contemporary Cultural Debate, aims to give students an overview of some prominent debates in contemporary Irish society.

UDL Graphic: Multiple means of engagement. Affective networks. The ¡®Why¡¯ of learning.

Using the principle of Multiple Means of Engagement, I designed a class with true contemporary debates in mind. Some of the topics explored include the #Irelandisfull protests, immigrants rights to vote in their new and old countries, and ethical dilemmas encountered with climate caused migration.

I also ensured students had choice and input when it came to module content and design. Instead of one reading, I offered a choice of journal and newspaper articles podcasts, clips and music videos as weekly materials.

´ó·¢ÌåÓýÔÚÏß_´ó·¢ÌåÓý-Ͷע|¹ÙÍøover, students could choose the class topic and sometimes the format for some of the smaller assessment elements.

I encourage agency among the students through having one my third year students come and teach the class. This promoted the idea that students can become expert learners and transfer their knowledge to others.

Implementing UDL meant often leaving my teaching comfort zone and applying my knowledge to new issues which was challenging, time consuming, but also fun. And I look forward to doing it again - but better.

Opening title: UDL: Feedback and Assessment. Offering choice in assessment with Assistant Professor Michael Flannery, DCU School of Arts, Education and

Movement.

Rigid assessments that only allow students to express their learning in one way do not cater for the diversity of learning styles and abilities in our classrooms.

I addressed this challenge in my module by offering students choice in how they demonstrate their learning.

I teach a module titled ¡®Creative Teaching and Subject Leadership¡¯ in year four of the Bachelor of Education Degree.

Students are asked to create and curate a personal art project that explores one of three themes.

UDL Graphic: Multiple means of action and expression. Strategic networks. The how of learning.

By using multiple means of action and expression, students have complete agency tegarding what media techniques and processes they wish to use to self express, such as drawing, painting, print, clay, fabric and fiber, construction or digital arts. UDL Graphic: Multiple means of engagement. Affective networks. The ¡®Why¡¯ of learning.

The implementation of UDL has also fostered co-learning between our students. They seek and share resources from each other, encourage and compliment each other¡¯s progress and question and critique each other's work.

I think applying UDL principles has helped me to become more inclusive in the classroom.

The principles have given my students more agency and autonomy regarding how they wish to self-express and self-determine what they want to learn and how they learn.

Opening title: UDL: Feedback and Assessment - Providing timely feedback with Assistant Professor Owen Clarkin, DCU School of Mechanical & Manufacturing Engineering.

I teach a module entitled ¡®Materials Engineering¡¯ to our First Year engineering students on the DCU Futures programme. This module introduces students to the basics of material science.

In 2020, this module was taught exclusively online as part of the DCU Futures programme. A number of changes were made to the module to ensure students could engage effectively and participate with an online setting.

To facilitate this transition, I worked closely with DCU Studio to replace the module¡¯s exam and tutorial elements with Loop quizzes, where students learning and understanding could be monitored. Students could work independently to attempt example questions.

We used the hint function to provide a graded help for students who are struggling. The final hint after three attempts shows a video explaining the solution.

UDL graphic: Multiple means of engagement. Affective networks - The ¡®Why¡¯ of
learning.

These virtual tutorials provide ¡®mastery orientated feedback¡¯. They allow students to understand and gauge their progress, providing them with the skills required to complete their summative assessments, emphasizing effort and improvement.

The tutorials provide increased engagement and allow students to progress at their own rate while providing help as required. The tutorial quizzes also include interactive elements like drag and drop, missing words, matching statements and H5P interactive videos.

This variety of media and interaction types provide a rich learning environment for the students.

This online tutorial setup is still a work in progress, but I believe is more effective in supporting students develop the skills they require to meet their learning outcomes. It also allows lecturers to provide effective tutorials for large class cohorts.

Opening title: UDL: Feedback and Assessment - Asking Students to Demonstrate UDL in Assessments with Assistant Professor Susan Marron, DCU School of Arts Education & Movement.

Through the module Curriculum and Inclusive Practice, which is delivered in the Bachelor of Education Primary Teacher programme, I focus specifically on introducing UDL to my students.

This is to promote a clearer understanding and foster confidence among students in implementing UDL in their physical education practices to cater for a whole range of abilities.

Students have flexibility in how they incorporate and demonstrate UDL in their teaching and assessments, as every school and class is different. The student teachers have three opportunities to implement UDL practices in the module: two formative assessments and one summative.

For the formative assessment, students are asked to plan and teach an activity to their peers in lecture time, and to group plan and teach three physical education lessons to children from a local primary school. As part of this, students submit a lesson plan each week, applying and highlighting in three different colours the three UDL principles to their teaching.

The summative assessment is the module assignment, which has three parts to allow multiple means of action and expression. The first is performing a skill, the second: teaching a skill, and the third: a group written element. 

UDL Graphic: Multiple means of engagement. Affective networks. The ¡®Why¡¯ of learning.

During the student teaching aspects of the module, students may engage in tasks such as preparing lesson plans, sharing the learning outcomes of the activity or lesson, outlining what will be covered in the lesson, and creating opportunities for collaborative learning.

UDL Graphic: Multiple means of representation. Recognition networks. The ¡®what¡¯ of learning.

Under multiple means of representation, students have options in how they present material, such as using visual images, verbal explanations, digital materials, task cards and student and teacher demonstrations, offering a choice of equipment and tasks.

So, as a result of the module, I hope that student teachers will understand how to implement the principles of UDL in their teaching journey in future school placements and beyond to include all children in their physical education lessons.

Opening title: UDL: and the power of technology - Technology tools for all students with Trevor Boland, Assistive Technology Officer, DCU Disability and Learning Support Service.

Within my role as Assistive Technology Officer here, I have the privilege of matching students with disabilities to different assistive technologies, or AT for short, so they can participate equally in their educational experience here, in DCU.

These Assistive Technology tools can assist with reading, writing, organisation and much more. In DCU we provide many AT options which are freely available and can support all students in this educational journey.

Let me give you a few examples. Our first tool is called Recite and can be used when viewing the DCU website.

UDL Graphic: Multiple means of engagement. Affective networks. The ¡®Why¡¯ of learning.

Recite is an accessibility tool that gives students options to listen to the website rather than read it. Simple and effective, it gives choice regarding how people engage with the DCU website.

Our next examples are the inclusive technologies in our Google and Microsoft tools, such as Dictation.

UDL Graphic: Multiple means of action and expression. Strategic Networks. The ¡®How¡¯ of learning.

With these, students can then type assignments with their voice. This is a really powerful and effective way of writing an assignment and one that I use myself. 

Another tool we offer students is the Immersive Reader.

UDL Graphic: Multiple means of engagement. Affective networks. The ¡®Why¡¯ of learning.

This reads documents aloud and allows students to change spacing line focus and even page colour. This helps with not only reading but with proofreading of assignments as well, and again a tool I use very often myself.

The last example is Sensus Access.

UDL Graphic: Multiple means of representation. Recognition networks. The ¡®what¡¯ of learning.

This technology allows students to upload a document and convert it into an audio file. Now the student can listen to the document on their smartphone device as they commute or as they go for a walk. A great tool that gives flexibility about how to access and engage with content.

UDL helps everyone to participate and belong in education. Taking just a little bit of time to explore UDL and assistive technology really will open your eyes to new possibilities within education and how it can benefit both staff and students.

Opening title: UDL and the power of technology - Using Perusall to create a collaborative learning experience with Assistant Professor Celeste McNamara, DCU School of History and Geography.

Students often struggle to engage deeply with readings and lack confidence to share their thoughts in class sessions.

By using a collaborative online annotation tool called Perusall for required readings, students earn credit for completing the reading assignments and learn to read more actively.

They can also interact with each other to develop deeper understandings of the text prior to class discussion.

I use Perusall in all modules, including Renaissance, Reformation and Wars of Religion, which provides Bachelor of Religious Education students with a foundation in European history from 1400 to 1650.

Students use Perusall to annotate primary source texts prior to in-class discussions.

UDL Graphic: Multiple means of engagement. Affective networks. The ¡®Why¡¯ of learning.

This allows students to interact with each other, learn from others¡¯ understandings of the texts, and test out ideas before coming to class.

Students can provide encouragement to one another, and I can also provide feedback and encouragement on their posts. I can see where students are struggling and it gives them more time to formulate their thoughts in a low pressure environment.

It ensures that most students are prepared for in-class discussions and allows me to bring in student comments to spark debate. This ensures that the ideas of all students are included in discussions, in particular those who lack the confidence to speak up in the classroom environment.

As a result of using Perusall in my classes, I have a better sense of where students are struggling or succeeding with module materials and can identify what particular topics have captured their attention or interest. This allows me to design more engaging in-class sessions.

Many students gain the confidence to share their ideas in class and all students have multiple ways to participate and have their work acknowledged.