Substantive #3- Accessibility & Universal Design for Learning

Accessibility in learning is a concept that is still being navigated, even in this modern era of technology. I view accessibility as a set of tools that help broaden the scope of education, focusing on creating more inclusivity in learning spaces and being considerate of those who might prefer a different method of delivery of knowledge. To ensure accessibility success, Kat Holmes established three design principles that recognize disability as a mismatch between a person’s skills and their surroundings rather than a lack of ability. 

With the first principle, creators are advised to understand the different approaches taken to learning, as well as the unusual or overlooked situations. They are directed to reflect on how their own assumptions about learning could unintentionally limit access to knowledge for some people, which acknowledges the existence of discrimination. The module “Accessible Multimedia” focuses on the inclusivity of people with different learning habits rather than simply labeling it all as a certain type of disability. It highlights the fact that lack of learning is more so caused by the absence of the right resources rather than capability. The second principle shows us that by having tools to help us consume knowledge through different paths, there is a higher rate of success within learning, as it allows us to process the information in different ways. Thisties into to the third principle of reflecting the above info into a learning environment that understands variation in learning, rather than a standard. 

The Universal Design for Learning (UDL) framework encourages many different forms of action and involvement, which aligns with the ideas of offering individuals with different paths to obtain materials of the same text in a multimedia setting. By providing learners with several pathways of understanding, these individuals have a choice in how they access and interact with content. Playback controls, captions, transcripts and clear structures are all tools that can be used by individuals to enhance their take on content and give better understandings to basic texts. Providing a mix of texts, visuals and audio helps strengthen the accessibility to individuals and their learning, and gives more leeway to a more innovated approach, as well as allowing them to express more through their learning in different and more nontraditional formats. I myself, have become more expressive within my work, by having access to more formats including written reflections and visual projects, which have helped me navigate through my thought processes.  

One of the examples of multimedia is when I watch videos that my professors recorded for us during the lecture. I tend to turn my captions on for better understanding. Sometimes, if I miss some part of the lecture or a word, I can go back and read the part that I missed for a better understanding of it. When a video includes transcripts, I can make a note or scan for important terms or go back and forth with the video while studying. Tools like this made me realize they not only support accessibility but also influence my interaction with it and comprehension of the material as required.

Having access to more than one tool ensures that the learning process between different learning types produces a more expressive, and thoughtful environment. Which allows individuals to learn at their own pace, whilst learning the same content. I believe, The Universal Design for Learning is a crucial part to the development of individuals and modern-day educational spaces as it allows for more room for growth and understanding.  

Visual projects can be very expressive; however, they can be quite limiting. A visual component to any type of content can be a great tool of multimedia; however, it is non-competent and accessible to everyone. Auditory components, matched with the visual side, can be a very helpful guide to individuals with either visual or auditory impairment, and could potentially boost an individual’s pace and cognitive load. Making sure the content in all components stays the same and is taught to individuals at a somewhat relevant standard should be the end goal.