adjective: relating to or characteristic of humankind. "the human
noun: human; plural noun: humans
1. a human being.
Welcome to the "Universal Design for Learning" excerpt of the National Educational Technology Panel
The excerpt uses pages 14 through 18 of the report to demonstrate some UDL features. To see descriptions of
the UDL features and how they support learning, click on "Show UDL Information. Click on each UDL icon for
feature descriptions. Our excerpt demonstrates only a few examples of UDL learning supports.
more information about UDL and the UDL Guidelines, go to The National Center on UDL.
How People Need to Learn
Advances in the learning sciences, including cognitive science, neuroscience, education, and social sciences,
give us greater understanding of three connected types of human learning–factual knowledge, procedural
knowledge, and motivational engagement. Neuroscience tells us that these three different types of learning
are supported by three different brain systems. (See image on the neuroscience of learning.) Social sciences
reveal that human expertise integrates all three types of learning. Technology has increased our ability to
both study and enhance all three types of learning.(National Research Council, 2000, 2003, 2007, 2009;
National Science Foundation, 2008b).
Here is a question to check your understanding of what you have read. If you need a hint click on the
image of the coach. Click the "check" button to check your answer.
The anterior (frontal)
regions of the brain are most prominently associated with which aspect of learning?
Students are surrounded with information in a variety of forms, and specific
features of information design affect how and whether students build usable knowledge from the information
they encounter. For example, computers can replicate and integrate a wide variety of media for learning and
education: text, video/film, animations, graphics, photos, diagrams, simulations, and more. As a result,
technology can be designed to provide much richer learning experiences without sacrificing what traditional
learning media offer. Technology can:
- Represent information through a much richer mix of media types: This allows the integration of media and
representations to illustrate, explain, or explore complex ideas and phenomena, such as interactive
visualizations of data in earth and environmental sciences, chemistry, or astronomy. Technology can help
learners explore phenomena at extreme spatial or temporal scales through simulation and modeling tools. This
opens up many domains and ways of learning that were formerly impossible or impractical.
For more information about UDL and the UDL Guidelines, go to The National Center on UDL.