How to Engage With This Lesson

This lesson is designed to be interactive. Each section will highlight one key universal tool that aligns with UDL principles, exploring its potentials and limitations. For each of the three action components, you’re asked to engage directly with the featured tool by testing its features and reflecting on its accessibility. At the end, we’ve included a list of additional tools which you can explore on your own. Throughout, you’re asked to consider: Are these tools truly universal, or do they introduce new challenges?

Overview

The term Universal Design (UD) was originally used in architecture settings as a way to ensure that housing and other physical spaces were accessible to veterans of war. Over time, the principles have been adapted to education through frameworks such as Universal Design for Learning (UDL), which promotes an inclusive learning environments (Yang et al., 2024). While UDL is often discussed as an accessibility framework, we believe it is also about creating learning environments that engage and support all learners, not just those with disabilities (CAST, 2018).

In online education, universal tools such as assistive technologies and collaborative tools aim to embody the principles of UD and UDL. However, we question if it is possible to design a truly “universal” learning environment. In Lesson 1, we explored how online courses, particularly MOOCs, claim to be open and accessible to all, yet research shows persistent issues of algorithmic bias, reinforcing of inequalities, and overwhelmingly Western-centric content (Knox, 2018; Stratton & Grace, 2016). While universal tools offer potential solutions, they also raise critical questions that will guide our explorations in Chapter 3: 

1) Do digital learning tools genuinely remove barriers, or do they just shift them?

2) Can a single set of “universal” tools serve diverse learners with unique needs?

3) How can MOOCs balance large-scale accessibility with meaningful engagement?

This lesson aims to critically examine the role of some universal technology tools (software) used in learning, exploring how they attempt to support diverse learners and whether they truly succeed. We will take a deeper look into three tools across each of the UDL categories from CAST (representation, action & expression, and engagement), evaluating their potential impacts and limitations. 

Section 1 - Multiple Means of Representation

Key Idea: Learners perceive and comprehend information differently therefore, we can use different modalities to present information. Is one tool able to effectively capture the needs of each individual student? Some tools claim to offer a more universal approach. Instructors must keep in mind the following guidelines and considerations when choosing tools for representation.

Featured Tool: Microsoft Immersive Reader

Immersive Reader is a digital accessibility tool developed by Microsoft, designed to support reading comprehension by providing multimodal ways to engage with text. It is embedded in Microsoft tools such as OneNote, Word, and Teams and offers features like text-to-speech, font and spacing modifications, line-focus, and translation into over 80 languages. These features align with UDL principles by offering multiple means of representation, particularly for learners with reading/writing difficulties, visual impairments, or those learning English as a second language.

ACTION: Exploring Immersive Reader

1) Scroll to the passage below

2) Activate Immersive Reader by clicking the booklet symbol and arrow in the bottom right corner and selecting "Immersive Reader" from the menu

3) Explore the features by using text-to-speech, adjusting the font size and spacing, changing background colours, enabling line focus, or try translating a section into another language.

4) Reflect: Which features improved accessibility? Were there any limitations?

Potentials and Limitations:

It is suggested that tools like Immersive Reader can enhance accessibility, but their effectiveness depends on how they are integrated into learning environments. According to Mathews and Landorf (2016), for global learning to be truly accessible, tools must go beyond providing content in different formats; they must also support meaningful interaction and engagement. However, looking back to readings from Lesson 1, such as those by Knox (2018) and Stratton and Grace (2016), it’s evident that many digital learning platforms remain Western-centric, privileging dominant languages and cultural perspectives. While Immersive Reader includes translation features, automated translations may not always capture nuances accurately, which might actually be limiting their effectiveness for multilingual learners.

Another concern is accessibility and equity of use. Although Immersive Reader is free for users within the Microsoft ecosystem, it is not universally available across all digital learning environments. For schools and institutions that primarily use Google-based platforms this tool inaccessible without additional software (we recommend checking out Read&Write which can be installed in the Google ecosystem). Knox (2018) also raises concerns about how learning tools embedded in specific ecosystems can create barriers for learners who do not have access.

Despite these limitations, Immersive Reader demonstrates the potential of digital accessibility tools to reduce barriers to learning. Finally, Mathews and Landorf (2016) also argue that accessibility must be understood as more than just a technical solution. Here, we are simply reviewing a software that can help a variety of individuals but overall accessibility requires a thorough and thoughtful approach to pedagogy that ensures all learners, regardless of language or technological constraints, can meaningfully engage with content.

Section 2 - Multiple Means of Action & Expression

Key Idea: Rigid assessment models don’t work for all students and universal tools allow multiple ways to express understanding. We are focused on how students demonstrate learning. CAST suggests we consider these guidelines for interactions, expression & communication, and strategy development.

Featured Tool: Rethinking Canva for Education

From our experiences (course writers), we see that Canva is widely used in educational settings, particularly for creating infographics, posters, and presentations. Many educators already incorporate it into their teaching and students in their creations, but its potential as an assessment tool is often overlooked. Instead of just using it for visuals, Canva can be leveraged to support multimodal expression, incorporating video, audio, interactive quizzes (as seen in Lesson 1), and collaborative storytelling. Pilgrim and Ward (2017) highlight that true accessibility in assessment goes beyond offering different formats, it requires giving students agency in how they communicate their learning. Canva allows learners to make choices about how to structure information, integrate multimedia, and interact with content, aligning with CAST’s principles of multiple means of action and expression. However, Kennedy (2014) cautions that simply providing a tool does not guarantee effective learning. Many digital platforms, including Canva, are often used in ways that mirror traditional assignments rather than expanding them. A visually appealing slide deck does not automatically equate to deeper engagement, nor does swapping an essay for a pretty poster ensure accessibility. If used without intention, Canva could also just become another way to dress up older assessment models rather than rethink them.

ACTION: Exploring Section 2 using Canva

1) Engage: Scroll through the embedded interactive Canva presentation, which integrates text, video, audio, and a knowledge check.

2) Analyze the features: Does Canva go beyond basic graphic design to allow for more flexible, interactive learning experiences?

3) OPTIONAL: Use it to create a response to our overall discussion question back on Canvas (e.g., record a short video, design an interactive slide, or embed an audio response).

4) Reflect: How do these tools change the way we think about action, expression, and even assessment? Are they truly expanding access, or just repackaging traditional learning methods?

Design by Andrew Morris

Potentials and Limitations:

As discussed above, while Canva supports multimodal learning, it does not automatically guarantee a more equitable or effective assessment model. The key factor is how instructors design learning experiences to encourage diverse expression. While Canva offers a range of expression methods, students who struggle with digital literacy, internet access, or visual processing may not find it as accessible as intended. Like we address with Microsoft’s Immersive reader, there are concerns about platform dependency in digital learning environments. While Canva is free to use, some advanced features (including premium templates, stock images/animations, and collaboration functions) require a subscription. This raises questions about equitable access when certain features are only available in paid versions.

However, when used with a focus on learner choice, we believe Canva has the potential to expand assessment beyond traditional written work, offering students more opportunities to engage with content in ways that align with their skills and preferences.

Section 3 - Multiple Means of Engagement

Engagement is not just about capturing attention but according to CAST it is also about sustaining motivation, promoting persistence, and fostering self-regulation. Students will engage with learning in different ways, and CAST’s guidelines for multiple means of engagement highlights that offering flexible pathways is crucial for learning. This includes honouring and welcoming identities, sustaining effort and persistence through engagement, and providing a sense of ownership over the learning. Many educators are doing this in their physical classrooms each day through a variety of methods. However, as many taking this course have experiences, this kind of engagement is difficult to achieve in digital spaces, where participation often happens asynchronously and, in the case of MOOCs, at a large scale.

Featured Tool: Kialo for Structured Debate and Critical Engagement

Kialo is an online debate and discussion platform designed to help learners engage critically with complex topics. Unlike traditional discussion forums, which these authors find can often become stale, Kialo provides a visually organized argument map, allowing users to explore ideas, build on claims, and to hopefully engage in structured, evidence-based discussion. This aligns with UDL’s principles of multiple means of engagement by recruiting interest as it allows students to explore different perspectives and connect learning to real-world debates. The platform also encourages ongoing engagement by breaking arguments into smaller claims, potentially reducing posting fatigue. Finally, the structured format of Kialo has the potential to help students track their reasoning, engage with counter arguments, and even refine their critical thinking skills. Thinking back to Lesson 1 and the frustrations with MOOCs, creating interactive and social learning experiences in learning looks to foster deeper engagement, particularly when students are encouraged to question and refine their ideas. Digital debates like those on Kialo provide an opportunity for self-paced yet structured participation, allowing students to engage when they are ready rather than being forced into real-time discussions. However, many online learning platforms still struggle with meaningful interaction at scale. While tools like Kialo help structure engagement, they cannot replace the nuances of in-person dialogue, and some students may still feel disconnected if they do not receive timely responses.

ACTION: Engaging in the Kialo Discussion

1) Fill in your name or a pseudonym of choice. Explore the debate topic and argument structure.

2) Read & engage by reviewing existing claims and consider which perspectives resonate with you.

3) Add your perspective by contributing a new claim, counterargument, or supporting evidence to the discussion.

4) Reflect on the discussion’s structure: Did this format help you engage more critically? How does structured debate compare to traditional discussion forums?

Potentials and Limitations

Kialo offers a structured way to engage with complex discussions, making it an effective tool for digital learning environments where learners participate at different times. By organizing discussions into clear argument pathways, it reduces cognitive overload and helps students stay engaged over time. This supports UDL’s goal of providing multiple ways to sustain effort and persistence in learning (CAST, 2018). However, the success of Kialo depends on active participation. If students do not contribute or respond, the discussion can stagnate, reducing engagement rather than enhancing it. Another challenge of using this tool in large-scale digital learning environments is the potential to dilute individual voices, making it difficult for students to feel heard or to receive personalized feedback. Additionally, some learners may struggle with the text-based nature of the platform, requiring alternative ways to engage, such as video or audio discussions. Ultimately, Kialo is not just a discussion tool but it’s a way to structure engagement more intentionally. By providing a clear, scaffolded way to engage with ideas, it might help bridge a gap between asynchronous participation and meaningful interaction, giving it potential to be a valuable tool in large-scale digital learning environments.

FINAL - Additional Universal Tools for Learning

While we explored specific tools in this lesson, there are many digital resources/tools/software that support multiple means of engagement, action and expression, and representation. Below is a list of additional tools that align with the UDL framework with a mixture of resources you may be familiar with, and hopefully some new ones that you wish to explore. We have also indicated if they are free, freemium, or paid.

Finding the Right Tool: UBC Tool Finder & Guides

Before exploring individual tools, we want to highlight that the MET program links to the UBC Tool Finder as a great resource for discovering educational technologies suited to different learning needs. It provides recommendations based on course goals, accessibility needs, and teaching strategies. Additionally, UBC’s Tool Guides offer some support on how to implement these tools effectively in the classroom.

Tools for Engagement

  • Perusall (Free): Turns readings/textbooks into interactive discussions by letting students highlight and comment collaboratively. Free, with a suggestion to donate and promise of responsible use.

  • Padlet (Freemium): As seen in Lessons 1 and 2. A visual discussion board where users can contribute ideas through text, images, audio, and video. Free version limits the number of boards to three.

  • Kahoot! (Freemium): A game-based quiz platform. Free version includes basic quiz creation, has options for paid features.

Tools for Action & Expression

  • Mote (Freemium): Lets students and teachers leave voice notes as feedback or responses in Google Docs and Slides. Free version has time limits on recordings.

  • Book Creator (Freemium): A tool for students to create digital books with text, images, audio, and video that claims it is a good substitution for those who enjoyed using the now discontinued, “Flipgrid”. Free version limits the number of books.

  • Powtoon (Freemium): An animated video creation platform that allows students to visually narrate ideas in an engaging way. Free version has watermarks.

  • Prezi (Freemium): A non-linear presentation tool that lets students storyboard ideas dynamically. Free version has public-only presentations.

  • H5P (Free/Open Source/Paid): An advanced tool that allows users to create interactive learning content, like quizzes, drag-and-drop activities, and branching scenarios. It is open source, but needs paid hosting in order to support the best features.

  • Desmos (Free): An interactive math tool that allows students to visualize and manipulate equations in real time. Some lesson packs can be purchased.

Tools for Representation

  • Read&Write (Freemium): Provides text-to-speech, speech-to-text, and other literacy supports for struggling readers and writers. Free version offers limited features, paid for by many educational institutions as part of special education support.

  • Glean (Paid): A note-taking tool that records lectures, syncs with written notes, and helps with information processing. Universally helpful, but feels targeted towards individuals in university settings that have difficulties keeping up with lecture-style learning. Requires a subscription.

  • ThingLink (Freemium): Allows users to create interactive images, videos, and virtual tours with embedded content. They used to have a great free version, but now it is very limited.

Thank you for exploring our course and participating in the activities.