Proceedings of the 8th International Conference on Advanced Research in Education, Teaching and Learning
Year: 2024
DOI:
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Reimagining Undergraduate Science Lab Preparation with Universal Design for Learning (UDL)-Informed Videos
Clare Finnegan-Coyne, PhD
ABSTRACT:
This study created a bank of science lab technique video demonstrations employing Universal Design for Learning (UDL) principles for use in undergraduate practical classes. UDL, as an instructional strategy, ensures inclusivity in the learning process by offering multiple modes of engagement, representation, and action and expression. In traditional third-level science practical classes, students often receive a pre-lab introduction in a lecture format which, accompanied by a range of new techniques and tasks to complete, can overload their working memory and hinder meaningful learning. Recent findings have shown that providing students with pre-lab videos can enhance student performance in practical classes. However, the quality, effectiveness, and accessibility of these videos vary widely. To address these issues, our project developed a bank of UDL-informed videos for use in undergraduate biology modules. Engagement was improved by granting students access to these videos before lab sessions, enabling them to autonomously build and internalize their knowledge. Representation was enhanced through a mix-and-match approach, allowing students to choose videos with or without voiceover, accessible captions, and the ability to control video speed and replay as needed. Additionally, a pilot study was conducted to assess the impact of pre-lab preparation on student confidence and their engagement with the video resources. These videos aim to provide a standardized and evergreen collection of UDL-designed approaches for science practical classes, supporting a diverse range of students.
keywords: confidence, digital, engagement, inclusive, pre-lab