AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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A Retrospective Account of Collaborative Working to Create Sustainable Change Impact on Equity of Experience for All in Tertiary Education.
No full textThe collaborative reflective practice paper attempts to share an insight to the outputs and processes of several national collaborative projects advanced over the course of academic years 2022-2023 and 2023-2024 in the Irish tertiary education sector. The paper shares the realities of national collaborative working, challenges, and opportunities to create sustainable whole systems impact to enhance equity of access, engagement, and experience for all in Irish tertiary education sector. 
Enhancing Practical Pedagogy: A UDL Perspective on the Value of Videos for Practical Class Preparation among Third-Level Student-Teachers in Science Education
No full textIn higher education science courses, practical laboratory classes pose issues of accessibility, limited student autonomy and mounting evidence that students are not engaging in independent preparation for these classes. Videos are an established tool for helping to embed Universal Design for Learning (UDL) principles into the classroom. Although videos have been used to support lab instruction, research on their effectiveness largely focuses on the effects on academic achievement and studies a pre-digital native era of learner. This study sought to explore student behaviour towards preparation for lab classes and their perceptions of the utility of technique videos to aid their preparation. This was researched by surveying third level students studying science modules as part of initial teacher education using a survey tool with substantial qualitative elements. Three themes emerged from the analysis surrounding student confidence, autonomy and, surprisingly, student emotional well-being. Findings outline a potential role for videos in supporting student engagement in the typically rigid classroom lab setting. This evidence suggests that effective usage of videos could inform pedagogy and curriculum design in subjects where UDL principles have been difficult to incorporate. This could unlock new opportunities to widen participation and inclusion across higher education
Ireland’s Approach to Universal Design in Tertiary Education is Maturing: An Introduction to this Special Issue.
No full textN/
UDL and the Social/Emotional Aspects of Learning: Embedding Mental Wellbeing is Everyone's Business
No full textAbstract.
The emotional aspects of learning are important but sometimes neglected elements of Universal Design for Learning (UDL). This paper discusses a multi-faceted project to embed mental wellbeing at De Montfort University, Leicester, a UK university with an established UDL policy. The project encompassed the development of teacher training to consider student variability in emotional responses to learning; the provision of tutor resources to support the embedding of learning about wellbeing within the curriculum; and approaches to sharing practice across the campus. This paper argues that academic staff are key players in the support of students’ mental wellbeing and that a whole organisation approach, rather than a narrow focus on the provision of mental health support services, is an effective route to improving students’ mental wellbeing
Reach – A Mentoring Initiative in an Irish University
No full textMunster Technological University (MTU) is a higher education (HE) institution in Ireland and one of five technological universities in the country. The university was established in January 2021, the result of a merger between two institutes of technology, Cork Institute of Technology (CIT) and the Institute of Technology, Tralee (ITT).Once COVID-19 hit in March of 2020, every HEI in Ireland, including MTU, closed its doors and pivoted to online Emergency Remote Teaching (ETR). As a direct response to the unique challenges presented by the pandemic, MTU developed an academic mentoring initiative aimed at first and second year students. This initiative became known as the Reach Initiative.This paper will outline the key elements of the Reach initiative and its contribution as a multi-disciplinary, academic-led mentoring and coaching programme developed and implemented during the COVID-19 pandemic.This paper will also present initial findings of a survey that focused on students’ challenges during the pandemic and the role of the Reach initiative as a student support in their lives
Empowering Students through a Digital Badge in UDL.
No full textStudent empowerment is increasingly recognized as essential for fostering meaningful learning experiences and cultivating engaged citizens. This paper delves into the concepts of empowerment within the educational context, emphasizing the pivotal role of Universal Design for Learning (UDL) in promoting student agency and inclusivity. By illuminating the challenges and opportunities associated with student empowerment, the paper highlights the imperative of fostering a culture of partnership and active engagement among students and educators alike. Building upon the success of UDL initiatives in Ireland, such as the UDL Digital Badge, the paper introduces a novel initiative— the UDL Digital Badge for Students. Through a collaborative design process involving students and educators, the course aims to equip students with the knowledge, skills, and resources to advocate for inclusive learning environments and navigate the complexities of modern education. By embracing principles of equity, flexibility, and community, the course seeks to empower students to become active participants in shaping their educational journey and effecting positive change within their institutions.
Exploring the Challenges of Making Digital Language Learning Materials Accessible
No full textThere is increasing awareness of the importance of the accessibility of digital materials in higher education learning and teaching. The case of teaching languages in higher education settings can present particular challenges since the volume and variety of material required to support language learning as well as the nature of the material itself may be difficult for students to access. In this digital accessibility project, we took the example of degree-level German courses at levels A1 to B2 of the Common European Framework of Reference for Languages (CEFR), and working together with our University’s Inclusivity Unit and a student intern, we used the principles of Universal Design for Learning (UDL) to improve our online offering. We encountered particular barriers to making language learning materials accessible. We found that support from experienced language learners who are proficient in the target language is imperative and that some approaches that we routinely use in producing language learning materials may not be in line with the principles of UDL. We present the issues we encountered, as well as the solutions that we found, in order to support other practitioners who are planning to review their materials for accessibility
Universal Design in Design Education: Developing a Framework of Cross-Continental Perspectives.
No full textSince the 1990s, the principles of Universal Design have offered design educators overarching guidelines to ensure the greatest extent of users are included in the design process. Universal Design education has grown widely, in turn inspiring the development of Universal Design for Learning. Universal Design education for design programmes at university level is evolving with an emphasis on addressing global challenges in inclusion. As a result of this change, the conditions in which we embed Universal Design in programmes and curricula need to be understood in greater detail. In this short paper, we initiate research on embedding Universal Design in design education at university level in a global context. We have developed a draft framework by gaining the cross-continental perspectives and reflections of senior design educators working in South America and Europe. The framework shows that the conditions for embedding Universal Design in design education rely on the application of real-world research overlapping with the creation of suitable learning environments for Universal Design. The findings of this draft framework will be leveraged to develop a deeper understanding of Universal Design across continents. The next stage of this research will be to expand the study with design educators in Asia, North America, Australia/Oceania and Africa
Beyond Boundaries: A Reflection on the Implementation of Universal Design for Learning in Business School Pedagogy.
No full textUniversal Design for Learning (UDL) has the potential to enhance educational inclusivity by offering all learners equal opportunities to succeed. This reflection is based on the implementation of UDL principles in a University business school, culminating in a summary of the commonalities and differences between undergraduate and postgraduate levels, as well as presenting a range of other pertinent insights. Ultimately, this reflection calls for a global commitment to embedding UDL principles within business school pedagogy, ensuring inclusive and equitable education for an increasingly diverse student body and preparing students as tomorrows leaders to engage in positive global change, in line with United Nations SDGs