Tea for Teaching

UDL 3.0

May 28, 2025
Tom Tobin, a founding member of the Center for Teaching, Learning, and Mentoring, and author on UDL, joins Lillian Nave, an educational development specialist at Appalachian State University, and Jennifer Pusateri, a senior universal design consultant at the University of Kentucky. They discuss the evolution of Universal Design for Learning (UDL) guidelines and the importance of learner agency. The trio explores the intricate layers of student identity, strategies for fostering engaging classrooms, and the role of technology in enhancing inclusivity for neurodivergent students.
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INSIGHT

Shift to Learner Agency

  • The UDL 3.0 guidelines update the language to focus on learner agency rather than instructors simply providing resources.
  • This shift recognizes learners as active participants shaping their own learning experience.
INSIGHT

Recognizing Adult Learners' Autonomy

  • UDL shifts from a command model toward recognizing adult learners’ autonomy and the importance of co-creating learning experiences.
  • The framework now incorporates social-emotional elements and acknowledges that learners’ brains keep developing in adulthood.
ANECDOTE

Daughter’s Hidden STEM Barriers

  • Lillian shared the story of her neurodivergent daughter facing multiple hidden barriers in STEM coursework.
  • This example highlights how diverse identities intersect to affect students’ learning experiences and needs.
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