Elevating Instructional Design with Psychology UDL Principles

Prologue:

I believe we are all part of a bigger picture, with no one person playing a more important role than anyone else; that each of us can contribute by considering the perspectives, experienced and learned knowledge of everyone we meet, whether in academics, our social circles, or even with a random stranger we start a conversation with. In addition this I planned on , after high school, to study psychology and build a career in that area. I took some classes, but it didn't go as planned. Now, I am on a new path that, after changes and choices I’ve experienced over the past decade, aligns with my varied interests. In addition, because I still care about psychology, I felt inspired to write this article that considers psychology principles in developing quality instructional design content. As I mentioned in a previous, and my most recent post, decisions in instructional design, like in many other areas, revolve around people and this post is an expansion of that idea.

Introduction

In recent times, there has been an increasing recognition of the importance of incorporating contemporary psychological concepts into education to enhance learning results for every student. The framework of Universal Design for Learning (UDL) serves as a robust basis for crafting inclusive and accessible instructional design and educational resources with roots the learning sciences and neurosciences. As a further point, when you think about how people learn, learning styles and even color psychology into account it’s not hard to see how psychology intersects with using Universal Design learning in the framework of instructional design. In addition, Universal Design for Learning (UDL) shifted the emphasis from the shortcomings of individual students to the creation of educational environments and curricula that accommodate a diverse array of learners. You may have heard or read the term “two heads are better than one” - well, as long as those “heads” are for a common goals; more to the point is that merging modern psychological and UDL principles can help create more frameworks to choose from and use in order for instructional designers to making the best decisions in how to develop learning experiences that cater to the varied needs and preferences of students. This article provides information into the historical context, influential figures, and the significance of applying modern psychology alongside UDL principles in instructional design. Additionally, it will discuss the benefits and drawbacks of this approach; as I believe that we can’t form the best decisions and a conclusion for the instructional design scenario we are given without giving consideration to both.

Historical Context

Instructional Design:

The field of instructional design has evolved over the years, drawing on knowledge from disciplines as diverse as psychology, education, and technology. In the early 1900s, behaviorism dominated the field, focusing on observable behavior and the use of motivation to create learning outcomes. However, with the emergence of cognitive psychology in the mid-20th century, there was a shift in understanding how cognitive processes such as memory, attention, and problem-solving affect learning.

Universal Design Learning:

The idea of Universal Design for Learning has its roots in architecture, where it aimed to create spaces that are accessible to people with disabilities. In the 1990s, educators started to adopt these architectural principles to enhance learning environments, acknowledging that students possess a variety of learning styles, abilities, and requirements. This movement towards inclusivity in education gave rise to UDL principles, which emphasize offering various ways to represent information, express understanding, and engage with content, catering to the needs of all learners.

Key Figures:

There are a handful of key figures whose theories have contributed to the field of instructional design and universal design learning concepts. I highlight four of them below.

B.F. Skinner: Skinner's theory of behaviorism highlights the crucial role of reinforcement and repetition in the learning process. When educators incorporate Skinner's principles into their instructional design, they can leverage positive reinforcement to inspire students and deepen their grasp of intricate ideas.
Anne Meyer: Anne Meyer is a key figure in universal design for learning (UDL), co-founding the UDL framework with David Rose and Chuck Hitchcock. She promotes inclusive educational environments through neuroscience-informed flexibility and accessibility. I’m a strong supporter of her work due to her continued advocation of technology that supports diverse learning styles and abilities, emphasizing UDL guidelines that encourage varied engagement, representation, and expression of knowledge. Her work focuses on creating accessible learning experiences and removing barriers for learners with disabilities, prioritizing diversity and equity in education.
Robert Gagné: Known for his "Conditions of Learning" theory from the 1960s, which details how we learn. He categorized learning outcomes and identified nine key teaching steps for effective learning, emphasizing student motivation, quality materials, and proper assessment. His focus on clear learning goals aligns with Universal Design for Learning (UDL) principles, promoting specific objectives and accommodating diverse student backgrounds to enhance engagement and success.
David Merrill: David Merrill's "First Principles of Instruction" is a framework that integrates teaching theories and emphasizes real-life tasks through five steps: activation, demonstration, application, integration, and reflection. His work has significantly influenced Universal Design for Learning (UDL). I also really like his work and stance since it promotes diverse methods for presenting information, engaging students, and allowing personal expression to meet varied learner needs. By prioritizing real-world relevance, Merrill encourages the development of relatable materials and assessments that accommodate different learning styles while offering meaningful choices.
Albert Bandura: His cognitive theory focuses on how active learning and self-confidence shape behavior. HIs research showed that modeling and feedback are crucial in creating effective teaching methods.
Lev Vygotsky: His socio-cultural theory emphasized the role of social interactions and language in cognitive development. His ideas have influenced the design of collaborative learning environments that promote peer interaction and knowledge construction.
Dr. David Rose: A pivotal contributor to the evolution of Universal Design for Learning is Dr. David Rose, a cognitive scientist and co-founder of the Center for Applied Special Technology (CAST). Dr. Rose has played a crucial role in advancing UDL principles within educational settings and championing the inclusion of every learner. His investigations into cognitive processes and learning styles have significantly shaped the development of UDL frameworks and guidelines.

Impact

Using established psychology principles in UDL implementation has greatly influenced instructional design. Designers can make learning more engaging and effective by looking at the cognitive, social, and emotional aspects that affect how students learn. For instance, applying cognitive load theory can help them present information better, preventing students from feeling overwhelmed. Additionally, focusing on motivation and self-control can boost students' drive and commitment to their learning tasks.

Benefits

A key advantage of using established psychology principles in UDL is the chance to design personalized learning experiences for students. By grasping how people learn and process information, educators can adjust their teaching methods to fit the unique needs and preferences of each student. This approach can boost engagement, motivation, and information retention. Furthermore, by applying social cognitive theory, educators can foster collaborative learning and peer interactions, which can improve learning results.

Another benefit of applying psychology principles in UDL is the creation of accessible learning spaces for students with disabilities. By taking into account aspects like attention, memory, and executive functioning, educators can tackle learning obstacles and offer support that benefits all learners. This approach promotes fairness and inclusion in the classroom, ensuring every student has a chance to succeed!

Drawbacks

While there are many benefits to using modern psychology in Universal Design for Learning (UDL), there are also some challenges to think about. One challenge is that applying UDL principles can be hard in real situations. Creating tools and services that cater to the different needs and preferences of learners can take a lot of time and resources. Additionally, participatory design often needs specific knowledge and skills that not all educational designers have. So, if designers face obstacles in aligning conflicting theories or deciding which principles are most applicable to their situation it has the potential to cause inconsistencies in design and execution. Thus, leading to a less effective learning experience for students.

Another issue with using modern psychological principles in UDL is the risk of oversimplifying or not fully recognizing the various psychological, social, and emotional factors that affect learning. Every learner is different, and their unique strengths, challenges, and interests should be considered when creating a curriculum. A one-size-fits-all method may not effectively tackle the challenges and changes in education.

Overcoming potential drawbacks:

As mentioned earlier, incorporating psychological principles into instructional design can improve the educational experience. However, there are also some drawbacks. You may have heard the saying, "If it isn't broken, don't fix it." Sometimes, even things that seem to work can be improved: for example, using a "temporary fix" until a better solution is found or can be used. And when things aren't working well, or at all, there are ways to address these issues to enhance a task, tool, or process. Below, I list effective strategies to help overcome these drawbacks:

Professional Development:Invest in training educators both psychological and UDL principles on how best to incorporate them in instructional design. Understanding motivation, perception, and learning styles can lead to better implementation. After all, we can’t use what we don’t know to make decisions.
Inclusive Materials: Make use of a variety of materials and resources that cater to various learning styles and cultural backgrounds, making sure everyone feels acknowledged and included; having more materials and resources to draw from, in addition to continuous/new learning, can help in making decisions.
Flexible Assessment Methods: Use different ways to assess students. This helps them show their understanding in multiple forms, catering to various psychological needs and abilities.
Engage Stakeholders: Involve students, parents, and other educators in the planning and feedback process. Their insights can help tailor UDL strategies to better meet the psychological needs of diverse learners.
Create a Supportive Environment: Whether it was from the negative effects of Covid-19, earlier childhood trauma or other recent events, all students have something they are dealing with emotionally and mentally. So, fostering a learning environment that promotes trust and psychological safety. Support taking risks and being resilient, as these are important for successful learning. This also aligns with empathizing.
Regular Reflection and Assessment: Continuously evaluate the effectiveness of UDL implementations. Gather data on student engagement and performance, and use this to refine approaches.

I find that performing assessments, analyzing those and engaging stakeholders go hand in hand. This also merges with the prior concepts of gathering and using more of what you find; this quantitative data from assessments can be used to produce qualitative data that can aid in making decisions and can, thus, help produce a more engaging and effective program based on that data for your specific inner and outer stakeholder needs.
Leverage Technology: Technology is everywhere and continues to grow. While I find it challenging to fully embrace AI, many individuals, companies, and academic institutions are using AI tools to automate routine tasks like scheduling, record-keeping, and generating reports. This automation allows them to focus on more important matters. In academics, technology can enhance personalized learning through adaptive learning software that aligns with psychological concepts of motivation and engagement. Thus, adds to the chance of making the overall learning experience more positive for students.
Address Individual Needs: Incorporate psychological principles that focus on individual differences, such as cognitive load theory and self-determination theory, to customize learning experiences.
Promote Meta-cognition: Help students understand how they learn. By encouraging them to think about their own learning, they can discover which methods suit them best, boosting their ability to learn independently.
Foster Collaborative Learning: Promote teamwork and learning from each other. Working together can boost motivation and help remember information, as many psychological theories highlight the importance of social connections in learning.

Conclusion

In summary, applying psychological principles can enhance learning experiences by addressing the diverse needs and interests of students. Integrating modern psychology into Universal Design for Learning (UDL) promotes inclusion and improves educational outcomes, though it presents challenges like implementation difficulties and potential risks. Nonetheless, these principles can help educational planners create more effective and equitable learning environments. Recognizing that each learner is unique, with distinct strengths and challenges, is crucial for curriculum design. A one-size-fits-all approach may fall short, but weighing the pros and cons can lead to better learning experiences that cater to all students.

Elevating Instructional Design with Psychology and Universal Design Learning Strategies

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