\u201cDesigning for open learning environments is like weaving a web of connections between people, resources and networks ... \u201d\n\u2014 Stephen Downes<\/span>Designing for open is an exciting process that is grounded in the theory of [pb_glossary id=\"138\"] connectivism [\/pb_glossary]. Open courses are purposefully designed to facilitate learning and achieve learning outcomes in ways that provide opportunities for learners to make connections with others in social ways \u2014 and through shared social platforms \u2014 while enabling them to choose their own paths and follow their own interests. As Stephen Downes explains in his presentation entitled \u201cDesign Elements in a Personal Learning Environment<\/a>,\u201d there are four key design principles \u2014 autonomy, openness, diversity and interactivity \u2014 that support connectivist practice that can be used as a foundational framework when designing for open. The video below outlines an example of how one group has successfully applied the principles of this framework to intentionally design an open course.<\/p>\n[embed]https:\/\/youtu.be\/8-i0evm9ZZU[\/embed]\n Open Course Design<\/a> by Potentially Coherent<\/a> is licensed under a CC BY.<\/a><\/p>\n Transcript - Open Course Design<\/a><\/p>\n\n Universal Design for Learning (UDL) is a framework that has been developed through evidence-based research to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (CAST, 2018<\/a>). By applying the principles of UDL, courses are designed for flexibility from the outset to avoid having to make major alterations to the course design after the fact. Course design through a UDL lens helps reduce barriers to learning and helps facilitate meaningful participation by all students. Take a look at the video below for an introduction to UDL in higher education and to learn more about why it is so important for our students. You may also learn more about UDL in higher education at the UDL On Campus<\/a> site.<\/p>\n \n\n[embed]https:\/\/youtu.be\/O_MCvjkd8Jc[\/embed]\n UDL in Higher Education<\/a> by UDL on Campus<\/a> is licensed under a CC BY<\/a>.<\/p>\n Transcript - UDL in Higher Education<\/a><\/p>\n\n\n The UDL Guidelines are a set of concrete suggestions that can be applied to any discipline or domain to ensure all learners can access and participate in meaningful, challenging learning opportunities. The UDL Guidelines are expressed visually in a graphic organizer<\/a> \u2014 a valuable interactive tool that can be used to help generate ideas on how to incorporate the principles of UDL into your curriculum.<\/p>\n Below are the three key categories of the guidelines \u2014 the \"what,\" the \"why\" and the \"how\" of learning. There is also a helpful video by one of the founders of the CAST network, David Rose, which explains how to use the graphic organizer to maximize learning for all students (see below). UDL is just one practice that can be incorporated in course design to create a more inclusive classroom.<\/p>\n\n
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\n\nUniversal Design for Learning (UDL)<\/h2>\n<\/div>\n
\n\nUDL Guidelines<\/h3>\n
This all sounds really important. Where can I learn more about inclusive and accessible design?<\/strong><\/h3>\n<\/header>\n