Universal Design for Learning (UDL)
Source: https://teachwell.auckland.ac.nz/design/universal-design-for-learning/ Parent: https://teachwell.auckland.ac.nz/
menu
- Home — 2. Design for learning — Universal Design for Learning
Universal Design for Learning (UDL)
A flexible framework for inclusive teaching.
On this page
The three principles of UDL
- 1. Design multiple means of engagement
- 2. Design multiple means of representation
- 3. Design multiple means of action and expression
Try it yourself
What is Universal Design for Learning?
Universal Design for Learning (UDL) is a research-informed framework that supports more inclusive, accessible, and engaging teaching. It encourages flexibility in how course content is delivered, how students participate, and how learning is assessed.
Whether you’re teaching in Canvas or in the classroom, UDL can help you proactively design for a wide range of learners—including students with diverse learning needs, cultural backgrounds, languages, and life circumstances.
Why it matters
UDL plays a central role in the University’s commitment to inclusive learning and teaching. It supports the goals of the Curriculum Framework Transformation and is reflected across the Canvas Baseline Practices (CBP), especially in areas like:
- Clarity and structure of content
- Accessibility of resources
- Flexibility in assessments and engagement
The Canvas Baseline Plus recommendations also build on UDL principles—encouraging student agency, multiple modes of assessment, and relational approaches to learning.
UDL provides the pedagogical rationale; CBP puts it into action.
The three principles of UDL
UDL is grounded in cognitive science and education research. It is based on three principles that reduce barriers and promote flexible learning.
Image: Charlotte May on Pexels
1. Multiple means of engagement
The ‘why’ of learning
How we motivate students and sustain their participation.
Students vary in what motivates them to learn. To support sustained engagement:
- Offer varied ways to spark interest and relevance.
- Encourage self-reflection and goal-setting.
- Provide choice and autonomy when possible.
- Build a sense of community and connection.
More ideas on this principle are available from the official CAST guidelines.
Support student motivation and persistence
For example:
- Include real-world case studies and let students choose which one to discuss in a breakout session.
- Embed an optional weekly 2-question survey where students reflect on progress and set next-week goals.
- Allow students to choose the type of activity to explore a concept—journalling, a video diary, or designing an infographic.
- Organise small peer-review groups where students give each other structured feedback.
In Canvas:
- Include a ‘getting started’ module with short videos, readings, and a student poll.
2. Multiple means of representation
The ‘what’ of learning
How we present information in accessible, varied ways.
Students perceive and process information differently. To support understanding:
- Use diverse media (text, video, diagrams, audio).
- Clarify key concepts using scaffolds or summaries.
- Ensure materials are accessible to assistive technologies (e.g., screen readers).
- Support multilingual learners through clear language.
- Provide accessible versions of all materials (see accessibility practices and tools).
More ideas on this principle are available from the official CAST guidelines.
Help students understand your content
For example:
- Pair each core reading with a 2-minute captioned video summary and infographic of key ideas.
- Provide a one-page concept map or bulleted advance organiser at the top of every module.
- Add alt text to images, use structured headings in documents, and supply captions and/or transcripts for videos.
- Include a glossary of key terms with simple definitions and side-by-side translations.
In Canvas:
- Provide weekly pages that include visuals, videos, and simplified text summaries.
3. Multiple means of action and expression
The ‘how’ of learning
How students demonstrate their learning.
Students differ in how they communicate and apply knowledge. To support expression:
- Offer flexible formats for assessment and interaction.
- Use planning supports like checklists or models.
- Encourage peer feedback or collaboration.
- Allow alternatives to timed, written tests where appropriate.
More ideas on this principle are available from the official CAST guidelines.
Offer choice in how students demonstrate learning
For example:
- Let students choose how to demonstrate their understanding—an essay, a 3-minute podcast, or a slide deck.
- Share a step-by-step project checklist and a completed exemplar to model expectations.
- Set up structured peer-review sessions with clear feedback prompts.
- Replace in-class quizzes with untimed, open-book take-home assessments.
In Canvas:
- Accompany assignments with clear marking rubrics and allow for multiple submission formats.
Try it yourself
Image: Gerd Altmann from Pixabay
Start with ‘plus-one’ thinking
You don’t need to redesign your whole course to apply UDL. Many teachers begin with the “plus-one” approach: add just one new way to engage learners, represent content, or support student expression.
Step 1
Identify ‘pinch points’ for your module/programme.
- Where do my students always have questions?
- Where do students struggle with assessments?
- Where do students need additional support for engaging with content?
Step 2
Add one other alternative way for your students to engage with content.
Here are some small, actionable ideas to help you integrate UDL into your teaching—whether in Canvas or the classroom. Choose one element of your course to revise.
For example:
- Add a short video summary alongside a written reading.
- Provide a visual checklist for a complex assignment.
- Allow students to submit either a video or a written reflection.
These small changes can significantly improve clarity, flexibility, and accessibility for all learners.
Need help putting this into practice?
- Start with the Canvas Baseline Practices—the templates and guidelines embed UDL principles by default.
- Explore Canvas Baseline Plus enhancements to add flexibility and engagement.
- Get tailored guidance via TeachWell Consult.
Further reading and resources
- UDL guidelines from CAST – explore the guidelines on the CAST website.
- Download a poster of UDL Guidelines 3.0 (released in July, 2024).
- Tobin, Thomas J., & Kirsten T. Behling. (2018) Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. West Virginia University Press.
On this page
The three principles of UDL
- 1. Design multiple means of engagement
- 2. Design multiple means of representation
- 3. Design multiple means of action and expression
Try it yourself
See also…
Page updated 10/07/2025 (content refresh)