Each of us has our own way of looking at the world around us as we strive to better understand it. In this episode of the UDL Guidelines podcast, we'll consider how honoring diverse approaches to understanding—from the empirical and experiential to the Indigenous and creative—allows educators to create more inclusive and impactful learning experiences. We'll review practical strategies for diversifying your assignments, presentations, and learning materials. Whether you're redesigning a course or just looking to enable the collaborative construction of meaning in your classroom, this episode will provide you with practical strategies that you can use to implement Universal Design for Learning in your work.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation and the Center for Teaching Excellence, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

Resources

CAST. (2024). Cultivate multiple ways of knowing and making meaning. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/representation/building-knowledge/making-meaning/

Knowles Teacher Initiative. (2025, May 27). Different ways of knowing: In support of a broadened life science classroom. https://start.knowlesteachers.org/resource/different-ways-of-knowing-in-support-of-a-broadened-life-science-classroom

Walsh, R., & Danto, D. (2024). Ways of knowing and higher education. In M. E. Norris & S. M. Smith (Eds.), Leading the way: Envisioning the future of higher education. Canadian Digital Scholarly Publishing. https://ecampusontario.pressbooks.pub/futureofhighereducation/

Gurm, B. (2013). Multiple ways of knowing in teaching and learning. International Journal for the Scholarship of Teaching and Learning, 7(1), Article 4. https://doi.org/10.20429/ijsotl.2013.070104

Knowles, M., Holton, E. F., III, Robinson, P. A., & Caraccioli, C. (2025). The adult learner: The definitive classic in adult education and human resource development (10th ed.). Routledge.

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing

There's a reason your students sometimes experience that all-important lightbulb moment when they're looking at your whiteboard. In this episode of the UDL Guidelines podcast, we'll consider dual coding theory and examine why our brains are wired to process information through both visual and verbal channels. We'll cover practical ways to present key concepts in multiple formats so that you're enhancing learning rather than creating cognitive overload. Whether you're redesigning a course or just looking to make your teaching materials more accessible, this episode will provide you with practical strategies that you can use to implement Universal Design for Learning in your own work.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

Resources

CAST. (2024). Illustrate through multiple media. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/representation/language-symbols/multiple-media/

Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210. https://doi.org/10.1007/BF01320076

Mayer, R. E. (2019). How multimedia can improve learning and instruction. In J. Dunlosky & K. A. Rawson (Eds.), The Cambridge handbook of multimedia learning (2nd ed., pp. 460-479). Cambridge University Press. https://doi.org/10.1017/9781108235631.019

Smith, M. (2016, November 17). Dual coding: Can there be too much of a good thing? The Learning Scientists. https://www.learningscientists.org/blog/2016/11/17-1

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing