More Inclusive Assessment: Applying the UDL Framework and Transparent Assignment Design (TAD) to Reimagine a Writing Assignment as a Multimedia Asynchronous Discussion

Authors

Megan N. Eberhardt-Alstot, Pepperdine UniversityFollow

Strategy Description

This entry demonstrates application of the Universal Design for Learning (UDL) Framework combined with Transparent Assignment Design (TAD) to develop more inclusive assessments. The artifact is an asynchronous online sociology class on gender and sexuality. An assessment that was previously a written paper was revised using UDL and TAD to provide flexible demonstration of learning through a multimedia asynchronous discussion using VoiceThread.

About the Author

Megan Eberhardt-Alstot is the Learning Design Lead at California State University Channel Islands (CSUCI) and a PhD student in the Pepperdine Graduate School of Education and Psychology Global Leadership and Change program. Her research interests include metaliteracy, digital learning, and self-directed learning in a digital learning ecology.

Additional Notes

The author was the instructional designer supporting the instructor of record in revising the assessment discussed.

Date Created

3-30-2024

Pedagogical Category

Assessment

Rights

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Recommended Citation

Eberhardt-Alstot, Megan N., "More Inclusive Assessment: Applying the UDL Framework and Transparent Assignment Design (TAD) to Reimagine a Writing Assignment as a Multimedia Asynchronous Discussion" (2024). Teaching Online Pedagogical Repository. 24.
https://stars.library.ucf.edu/topr/24