Unit Development and Assessments

Designing Units with UDL in the Southern Cross Model 

At Southern Cross University (SCU), integrating Universal Design for Learning (UDL) principles into the Southern Cross Model ensures that unit development is not only flexible and inclusive but also responsive to the varied needs of students. The SCU model emphasises immersive, media-rich, and interactive learning in short, focused terms, making it crucial for academics to align unit design with UDL principles. This guide provides a practical approach to building UDL-friendly units while adhering to the six key assessment principles at SCU. 

1. Flexibility and Accessibility in Unit Design 

SCU’s six-week terms require efficient and adaptable unit design. UDL encourages using multiple formats for presenting content—such as short videos, interactive modules, and written resources—and ensures students can access material that suits their learning preferences (CAST, 2018). This approach reflects SCU’s principle of manageable assessments, ensuring coursework is appropriately paced for students. 

Examples of learning activities that can be embedded into SCU modules to support flexibility and accessibility: 

  • Discussion forums: Allow students to reflect on key questions or case studies, promoting collaborative learning.
  • Video summaries: Short recap videos at the end of each module that explain key concepts in different formats (e.g., infographics and text-based summaries).
  • Video summaries are supported by closed captions (with the ability to toggle captions on and off) and text transcripts that enable that provide increased searchability and offline access.

Problem-solving exercises: Allow students to apply theoretical concepts in practical, real-world scenarios through interactive simulations or branching scenarios.

2. Active Engagement for Diverse Learners 

The Multiple Means of Engagement principle in UDL focuses on actively involving students by catering to different motivations and interests. SCU’s model integrates self-access learning with guided class activities, allowing students to engage with the material through multiple pathways (Southern Cross University, 2024). 

Connecting coursework to real-world applications motivates students to engage deeply with content. SCU’s emphasis on authentic assessments—which encourage industry-relevant, dilemma-based learning—fosters practical, hands-on engagement (Fox et al., 2017). 

  • Case studies: Provide students with real-world problems to analyse and solve, mirroring workplace scenarios.
  • Role-playing exercises: Encourage students to take on roles in simulations, deepening their understanding through experiential learning.
  • Collaborative group projects: Have students work in teams to develop solutions for complex issues, fostering peer interaction and teamwork.
  • Interactive polls: Use polling tools during live sessions (tutorial/workshop) to gather students’ opinions and engage them in class discussions.

3. Representing Content in Multiple Formats 

SCU’s media-rich model aligns with UDL’s Multiple Means of Representation to meet students' diverse learning preferences. Offering materials in various formats—text, video, audio, and interactive tools—ensures all students can access and engage with unit content (CAST, 2018). This also aligns with SCU’s principle of linking assessments to learning activities, where the materials students engage with directly inform their assessment tasks (Southern Cross University, 2024). 

Examples of learning activities that provide multiple formats for content representation: 

  • Infographics: Use visual representations of complex data or theories to simplify understanding.
  • Podcasts: Offer recorded discussions or interviews that dive deeper into unit topics.
  • Interactive diagrams: Provide clickable elements for students to explore in more detail, helping them better grasp intricate concepts.

4. Designing Accessible and Inclusive Assessments in the SCU Model 

Creating accessible and inclusive assessments is a crucial aspect of the Southern Cross University (SCU) model and the Universal Design for Learning (UDL). These assessments ensure that students of all abilities can demonstrate their knowledge and skills in ways that accommodate their unique learning preferences and needs. Assessment that is designed with UDL at its foundation minimises the need to create alternative accommodations that support student success and progression while also minimising academic workload at the time of delivery. 

Examples of accessible and inclusive assessment types that align with UDL principles and SCU’s six tenets and principles include: 

  • Digital Portfolios: Allow students to compile and showcase their work over time, offering a flexible and personalised way to demonstrate their learning and progress.
  • Practice-Based Assessments: Students complete real-world tasks that simulate professional scenarios, applying theoretical knowledge to practical, real-world situations.
  • Collaborative Group Projects: Students work in teams to solve problems or create joint projects, encouraging peer learning and leveraging diverse strengths.
  • Multimedia Presentations: Students use a variety of media formats, such as videos or audio, to communicate their understanding, offering flexibility beyond traditional written assessments.
  • Reflective Journals: Students document their learning journey, reflecting on challenges, growth, and understanding over time, fostering deeper self-awareness.

Resources

  • The Australian Disability Clearinghouse on Education and Training (ADCET) provides a range of resources are available to support and improve your Universal Design for Learning (UDL) practice. We encourage you to explore these to create a toolkit of strategies and methods that work for you and your learners.
    https://www.adcet.edu.au/inclusive-teaching/universal-design-for-learning/udl-resources
  • The UDL Guidelines support educators, curriculum developers, researchers, parents, and more to apply the UDL framework to practice. The guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
    https://udlguidelines.cast.org/
  • Are you new to accessibility? This page is meant to be your entry point into the creation of accessible content with familiar tools such as Microsoft Office and Google Docs.
    https://aem.cast.org/create/creating-accessible-documents

This e-Learning program is designed for educational staff working in Higher Education and the Vocational Education and Training sector. It focuses on UDL in tertiary education. It aims to increase your understanding of designing, developing and implementing UDL within your teaching practice. Southern Cross University Staff only.  Login required 
 https://training.scu.edu.au/view_course/97