Affiliation:
1. Camosun College, Canada
2. Royal Roads University, Canada
Abstract
While the principles of universal design in learning (UDL) are increasingly considered and incorporated into course content, many courses remain evaluated in a traditional manner through examination and written research papers. A greater understanding of the diverse needs of students is reflected in alternative delivery options. The use of technology to build relationships, increase access, and deliver content in multiple formats has proven effective. The challenge is how to apply the principles of UDL to assessment and evaluation in a manner that engages students in learning, is manageable for faculty workloads, and meets institutional requirements.
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