EDUSPACES 21CONFERENCE

Inclusion and UDL in the innovative learning spaces of global citizenship

Dr. Alan BruceULS Ireland

Warsaw: June 2016

Purposive learning in an age of uncertainty End of linear models of learning Cognitive dissonance: what is needed is not

being provided Alienation and anomie in a changing world Labor market flux and the loss of autonomy Adaptability and innovation as norm, not

exception Globalized paradigms/fractured community Elephants in the room: power and

ownership

Towards Global CitizenshipEducation must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st century.

United Nations: Global Education First Initiative (2012)

Shaping Inclusive Discourse Ethnic demographics Discrimination regarding disability National frameworks and Socio-cultural structures Flexibility and adaptability Educational systems and the ownership of learning Interculturalism and diversity.

Inclusion is not necessarily a neutral concept, although it is universally valued in academic literature and policy statements. Part of this inclusionary dynamic is to find newer and more innovative ways to include those normally excluded from educational provision.

ICT and re-imagining access Contradictory and paradoxical process Never greater potential - side by side with

increasing disparities of access What we think:

Citizens Shared knowledge

Participative engagement What we have:

Consumers Increasing exclusion

Significant problems with equitable access

Responding to change Flexibility Digital learning Learning outcomes, added value Sustainability Sugata Mitra:

Comprehension/Communication/Computation

Social capital and inclusion Visions of excellence

Universal Design meets learning Equitable use. Design useful to people with diverse abilities. Flexibility in Use. Design accommodates wide range of individual

preferences and abilities. Simple and intuitive. Design easy to understand, regardless of

user's experience, knowledge, skills or current concentration level. Perceptible information. Design communicates necessary

information to user, regardless of ambient conditions or the user's sensory abilities.

Tolerance for error. Design minimizes hazards and adverse consequences of unintended actions.

Low physical effort. Design can be used efficiently, comfortably, and with a minimum of fatigue.

Size and space for approach and use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

Technology Innovation Partnerships (CITED 2006)The Universal Design concept has roots in three areas:

1. Design of physical environments (residential and commercial space)

2. Web development 3. Teaching and learning (Universal

Design for Learning).

Aim of UDL UDL aims to create barrier-free environments that

enable teachers to apply universal design concepts in ways that support the needs of the widest range of learner differences. With the learning needs of today’s students becoming increasingly diverse, enhanced understanding and application of UDL is essential.

UDL is a field of inquiry and practice that considers ways of developing course content in a manner that is proactively accessible to as wide of an audience as possible.

UDLnet UDL aims to create barrier-free environments that enable

today's teachers to apply universal design concepts in ways that support the needs of the widest range of learner differences.

UDL is a field of inquiry and practice that considers ways of developing course content in a manner that is proactively accessible to as wide of an audience as possible.

UDLnet aims to the collect and create best practices under the framework of UDL from a wide range (generic guidelines down to more specific ones) of four envisaged themes: inclusive learning environments, accessible resources, teachers' and school leaders' competences, examination of barriers and identification of opportunities.

Crisis impact: system change

Conclusions Education at crossroads: both structure and

process Global learning focus is on mobility, skills and

innovation Leadership critical Leadership requires planning and clear goals Transnational action is the only method in a

globalized world Depends on vision and understanding for

community needs Innovative learning demands imagination and risk

taking

DziękujęDr. Alan BruceULS Dublin

abruce@ulsystems.com

Associate Offices: BARCELONA - HELSINKI - SÃO PAULO - CHICAGO