Pedagogy

The Accessibility Hub resources are sub-divided into the following categories: 

• Accessible Academic Delivery
• Accessible Communications and Events
• Accessible Foundations
• Document Accessibility
• Video Accessibility
• Website Accessibility

Access/self-enrol in the Online Teaching Modules in Moodle.  Module 7 is Creating a Supportive Learning Environment.

• Dzaman, S., Fenlon, D., Maier, J., & Marchione, T. (n.d.). Universal design for learning: One small step.       
• The resource by Jenny Muñiz outlines eight competencies for Culturally responsive teaching: A reflection guide, including reflection questions to guide our practice.  
• The University of Saskatchewan (n.d.) has a good webpage, Who needs inclusive teaching practices?, referencing Muñiz (2020) eight competencies as well as additional strategies to promote inclusion and responsive teaching, including UDL. UDL is a strategy to promote culturally responsive teaching. Check out the open resource Universal Design for Learning: One Small Step by Dzaman et.al (n.d.) for strategies for implementation.

Keyano College Library’s Equity, Diversity and Inclusion (EDI) Resources Guide is a great starting point for researching and learning about EDI topics, including Inclusive Pedagogy.

Check out this great glossary of EDI related terminology by NAPE to build your EDI language competency.

• An Introduction to Lesson Planning and Active Learning, 
• Assessment Foundations, 
• Facilitating Student Learning through Engagement, Agency, and Metacognition, and
• Professional Practice for Educators. (currently under development)

Principles of Universal Design for Learning (UDL) and Equity, Diversity, Decolonization and Inclusion (EDDI) are woven throughout the modules. Each module includes a mix of learning activities including readings, videos, knowledge checks and prompts for reflective practice. The modules include professional voice over and ASL interpretation. These modules will benefit educators coming to postsecondary settings as subject matter experts with little formal teacher training/experience, especially in hybrid/online learning. These modules will provide flexible options to engage with/reference content throughout the first years of teaching.

Reference these group development resources to support and foster collaborative learning experiences with your students.

• Check out Tuckman's stages of group development resource, including the following descriptors for each stage of development:
  • Observable behaviours
  • Feelings & thoughts
  • Team needs
  • Leadership required. 

• Chapter 4.5 "In-Depth look at Tuckman's Model - Five Stages of Team Development" was adapted from Patterson’s Strategic project management: Theory and practice for human resource professionals.

Refer to Brian Beatty’s EdTech Books to support inclusive design for HyFlex course delivery. 

HyFlex Course Design and Teaching Strategies is intended as an introductory resource for post-secondary faculty engaging in HyFlex teaching and learning

The Teaching and Learning Support Service team at the University of Ottawa has developed this Inclusive Pedagogies website, organized in the following categories:

• Context & Consideration
• Conceptual Frameworks
• Strategies & Tools
• Resources

This collection of six Pulling Together guides for Indigenization of Post-secondary institutions by BCcampus are the result of a collaboration with BC Ministry of Post-secondary Education, Future Skills and Indigenous education leaders. Pulling Together guides:

• Teachers and Instructors
• Leaders and Administrators
• Front line staff, advisors and student services
• Foundations
• Curriculum Developers
• Researchers

The Principles of Effective and Inclusive Assessment resource outlines eight criteria to guide effective assessment, including an easy-to-follow checklist for inclusive assessment design.

This Queen’s University Teaching and learning in higher education online course consists of six learning modules:

• How students learn
• Active learning
• Globalization of learning - includes topics related to inclusive teaching and learning practices for a diverse population. 
• Principles of course design
• Assessment strategies
• Ethical principles and professionalism in university teaching

This Instruction Strategies to Support Neurodivergent Students presentation will outline specific teaching strategies to better support neurodivergent students. Adapting our instructional approach as we learn more about neurodiversity is crucial to accommodate different learning needs. This presentation will share strategies for supporting students with ADHD, dyslexia, students on the autism spectrum, and other neurodivergent differences. We will discuss techniques ranging from providing outlines and timelines, offering content in different formats, gathering feedback from students, and utilizing helpful technology and resources on campus. Participants will be asked to share their own strategies, experiences, resources and tools, with opportunities to learn from each other. In addition to supporting neurodivergent students, these strategies ultimately help make instruction more accessible and inclusive to all students.

• CAST Tips for accessible educational materials.
• CAST (n.d.) offers this popular UDL on Campus website that helps postsecondary educators improve learning opportunities for all students through better curriculum design and technology choices.
  • UDL Tips for Designing an Engaging Learning Environment. 
  • UDL Tips for Designing Learning Experiences. 
  • UDL Tips for Learning Environments. 
• CAST provides the UDL Guidelines, as a tool for implementing Universal Design for Learning.  The guidelines can be used by educators, curriculum developers, researchers, parents and anyone else who wants to implement the UDL framework in a learning environment. The guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.  The UDL Guidelines are organized according to the three main principles of UDL that address representation, action & expression, and engagement. 
• This Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) guide by Kearney (n.d.) is licensed under a Creative Commons Attribution 4.0 International license, except where otherwise noted. This six module, open educational resource guide was created as a collaborative project between ten Ontario post-secondary institutions. It guides the incorporation of UDL principles, EDI, and Indigenization into learning environments and experiences.  
• Takacs et.al (2021) provides a collection of three UDL focused workbooks to promote learner accessibility.
  1. Universal Design for Learning: A Practical Guide
  2. Universal Design for Learning: Strategies for Blended and Online Learning
  3. Assessment Design: Perspectives and Examples Informed by Universal Design for Learning
• This two-page Universal Design for Learning for Blended and Online Courses resource sheet by Wright & Anselmo outlines tips for implementation of UDL into blended and online courses.

Check out Camosun College Centre of Excellence for Teaching and Learning (CETL) webpage for some great active learning strategies, including a set of eighteen Active learning cards to guide planning and implementation.   

This uMichigan (n.d.) Assessment and Learning Activity Glossary contains an extensive list of engagement activities and assessment ideas, including short descriptions and implementation examples.  These activities have also been ranked for level of cognitive engagement (lower vs higher order) on the Assessment Strategies & Learning Activities webpage. 

Equity Unbound teamed up with OneHE.org (2024) to develop open educational resources for online community-building. Explore these activities that may be adapted for various modes of delivery.

The Online Teaching Program (n.d.) was developed by the UBC Centre for Teaching, Learning & Technology (n.d.). Except where otherwise noted, this course content is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.  The modules in this course are designed to help you adapt your course for the online environment as well prepare to teach online. This course does not focus on technical skills, but does include links to external resources. If you are unfamiliar with Moodle, we recommend you start by enrolling in Moodle 4.1

Access/self-enrol in the Online Teaching Modules in Moodle.  Module 4 is Designing engaging learning activities. 

The Experiential Learning (EL) Toolkit, Niagara College Canada, is designed for faculty, academic leaders, employers and community partners to guide the design, delivery, facilitation and evaluation of EL in higher education.  It provides information, examples, and free templates. These modules are licensed under the Creative Commons (CC-BY 4.0). 

Foundations of Effective Teaching Practice in higher education is a four-module course that introduces new post-secondary educators to foundational components of effective teaching practice. Modules include: 

• An Introduction to Lesson Planning and Active Learning, 
• Assessment Foundations, 
• Facilitating Student Learning through Engagement, Agency, and Metacognition, and
• Professional Practice for Educators. (currently under development)

Principles of Universal Design for Learning (UDL) and Equity, Diversity, Decolonization and Inclusion (EDDI) are woven throughout the modules. Each module includes a mix of learning activities including readings, videos, knowledge checks and prompts for reflective practice. The modules include professional voice over and ASL interpretation. These modules will benefit educators coming to postsecondary settings as subject matter experts with little formal teacher training/experience, especially in hybrid/online learning. These modules will provide flexible options to engage with/reference content throughout the first years of teaching.

Access/self-enrol in the Foundations of Effective Teaching Practice modules in Moodle.  Module 1 Introduction to Lesson Planning and Active Learning.

Refer to Brian Beatty’s Hybrid-flexible course design to support active learning design for HyFlex course delivery. 

HyFlex Course Design and Teaching Strategies is intended as an introductory resource for post-secondary faculty engaging in HyFlex teaching and learning

Vanderbilt University Center for Teaching. Teaching large classes. 

Vanderbilt University Center for Teaching webpage outlines multiple strategies instructors can use to engage learners when teaching large classes. Here are few easy to implement solutions:

• CAST. (2020). Key questions to consider when planning lessons. 
• Conestoga Teaching and Learning Faculty Learning Hub. (2023, June 27). Creating a CARD lesson plan. 
• Instructional Skills Workshop Network. (1979). About.
• University of Saskatchewan. (2020, October 16). Instructional support: BOPPPS model: Introduction to lesson planning with BOPPPS. 

There are many different models/frameworks for lesson planning to promote active learning.  Two models practiced in the Instructional Skills Workshops (ISW) are BOPPPS and CARD:  

This Instruction strategies to support neurodivergent students presentation will outline specific teaching strategies to better support neurodivergent students. Adapting our instructional approach as we learn more about neurodiversity is crucial to accommodate different learning needs. This presentation will share strategies for supporting students with ADHD, dyslexia, students on the autism spectrum, and other neurodivergent differences.

We will discuss techniques ranging from providing outlines and timelines, offering content in different formats, gathering feedback from students, and utilizing helpful technology and resources on campus. Participants will be asked to share their own strategies, experiences, resources and tools, with opportunities to learn from each other. In addition to supporting neurodivergent students, these strategies ultimately help make instruction more accessible and inclusive to all students.

This Queen’s University Teaching and learning in higher education online course consists of six learning modules:

• How students learn
• Active learning - includes topics related to active learning strategies
• Globalization of learning
• Principles of course design
• Assessment strategies
• Ethical principles and professionalism in university teaching

The University of Lethbridge Teaching Centre (2024) has expanded its Resources to Support Excellence in Teaching (ReSET), an open-access repository of innovative and effective teaching methods. Originally developed during the pandemic to highlight best practices in hybrid teaching, ReSET is now a comprehensive online resource for academic staff interested in learning about the core characteristics of teaching excellence, accessing teaching resources, and reading on-campus examples of innovative and effective teaching.

Download the Engaging resource list. 

This Techniques video library by the K. Patricia Cross Academy (n.d.) contains videos practical to use and address many dimensions of learning.  

Whether you find yourself teaching online, in-person, or hybrid or both, these free teaching techniques are focused on helping your students learn and retain new knowledge and skills. 

The website provides you a selection of:

• Teaching environment (online, in-person)
• Activity type (various)
• Teaching problem addressed (i.e., learning preferences, academic integrity, classroom management, etc.)
• Learning taxonomic dimension (i.e., Bloom's levels)

The University of Waterloo Centre for Teaching Excellence (CTE), has developed an extensive collection of more than 150 CTE Teaching Tips  (individual tips sheets/pages, indicate CC license and citation formats): that is, succinct documents that describe evidence-based ideas and strategies for effective teaching and learning. New instructors will find the tips helpful for answering many of the questions and concerns that arise when teaching in a university setting for the first time. Seasoned instructors can also use the tips to obtain new ideas and learn different approaches. 

• CAST (n.d.) offers this popular website, UDL on campus, that helps postsecondary educators improve learning opportunities for all students through better curriculum design and technology choices.
  • UDL tips for designing an engaging learning environment. 
  • UDL tips for designing learning experiences. 
  • UDL tips for learning environments. 
• CAST provides the UDL Guidelines, as a tool for implementing Universal Design for Learning.  The guidelines can be used by educators, curriculum developers, researchers, parents and anyone else who wants to implement the UDL framework in a learning environment. The guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.  The UDL Guidelines are organized according to the three main principles of UDL that address representation, action & expression, and engagement. 
• Takacs et. al provides a collection of three UDL focused workbooks.
• Universal Design for Learning: A Practical Guide
• Universal Design for Learning: Strategies for Blended and Online Learning
• Assessment Design: Perspectives and Examples Informed by Universal Design for Learning 
• This two-page resource sheet, Universal design for learning for blended and online courses, by Wright & Anselmo outlines tips for implementation of UDL into blended and online courses. 

This suite of Work Integrated Learning (WIL) – the Fundamentals open modules by Niagara College Canada familiarizes learners with common characteristics and formats of WIL, including the challenges and benefits often associated with WIL experiences. 

Be proactive and ensure you are familiar with Keyano College Academic Integrity Policy (and associated policies and procedures).  

In the Assessment and generative artificial intelligence report, Hanover Research shares recent research, with an emphasis on strategies for designing student assessment with consideration for generative artificial intelligence. 

This uMichigan Assessment and Learning Activity Glossary contains an extensive list of engagement activities and assessment ideas, including short descriptions and implementation examples.  These activities have also been ranked for level of cognitive engagement (lower vs higher order) on the Assessment Strategies & Learning Activities webpage. 

Foundations of effective teaching practice in higher education is a four-module course that introduces new post-secondary educators to foundational components of effective teaching practice. Modules include: 

• An Introduction to Lesson Planning and Active Learning, 
• Assessment Foundations, 
• Facilitating Student Learning through Engagement, Agency, and Metacognition, and
• Professional Practice for Educators. (currently under development)

Principles of Universal Design for Learning (UDL) and Equity, Diversity, Decolonization and Inclusion (EDDI) are woven throughout the modules. Each module includes a mix of learning activities including readings, videos, knowledge checks and prompts for reflective practice. The modules include professional voice over and ASL interpretation. These modules will benefit educators coming to postsecondary settings as subject matter experts with little formal teacher training/experience, especially in hybrid/online learning. These modules will provide flexible options to engage with/reference content throughout the first years of teaching.

Access/self-enrol in the Foundations of Effective Teaching Practice modules in Moodle. Module 2 is Assessment Foundations.

The Authentic Assessment Toolbox, created by Jon Mueller (2023), is a tutorial for learning all about authentic assessment. It is presented with hypertext and features creating authentic tasks, rubrics and standards for measuring and improving student learning. What is authentic assessment? Why do we need it? How do you do it? Answers to these questions as well as information on Standards, Rubrics, Portfolios, and Examples can be found here. Educators at all levels will find this site useful.

Constructive feedback is critical to support student success.  Check out University of Waterloo’s webpage on Receiving and giving effective feedback for some great strategies!

UBC Centre for Teaching, Learning and Technology. (n.d.). Online teaching program modules. 

The Online Teaching Program (n.d.) was developed by the UBC Centre for Teaching, Learning & Technology (n.d.). Except where otherwise noted, this course content is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.  The modules in this course are designed to help you adapt your course for the online environment as well prepare to teach online. This course does not focus on technical skills, but does include links to external resources. If you are unfamiliar with Moodle, we recommend you start by enrolling in Moodle 4.1

Access/self-enrol in the Online Teaching Modules in Moodle.  Module 3 is Designing Online Assessment. 

Refer to Brian Beatty’s Hybrid-flexible course design (1st ed.) to support quality assessment design for HyFlex course delivery. 

HyFlex Course Design and Teaching Strategies is intended as an introductory resource for post-secondary faculty engaging in HyFlex teaching and learning

In addition to the Two-stage mid-term exam in large class video example, there are multiple strategies instructors can use to engage learners when Teaching large classes. Here are few easy to implement solutions:

Reference Linda Raymond’s Planning course assessments summary document of best practices for creating course assessments that are aligned with course learning outcomes (CLOs). 

The Principles of effective and inclusive assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, CC-BY-NC-SA. 

This resource outlines eight criteria to guide effective assessment, including an easy-to-follow checklist for inclusive assessment design. 

This Queen’s University Teaching and learning in higher education online course consists of six learning modules:

• How students learn
• Active learning
• Globalization of learning
• Principles of course design
• Assessment strategies - includes topics related to effective assessments: formative and summative assessment, authentic assessment, providing feedback, and aligning assessments with outcomes. 
• Ethical principles and professionalism in university teaching

Class discussions with interactive Q&A is a common learner engagement practice. Reference the Four levels of questions for deep study resource by KPU for guidance on effective questioning techniques. 

• Check out these two post-secondary institution webpages, Creating and using rubrics for guidance on creating rubrics, including rubric examples for papers, projects, oral presentations and class participation.  

• Also referred to as iRubric, this free (or subscription) Rubric Gallery website contains rubrics for a variety of subjects and grade levels to get you started.

Two-stage exams are an engaging assessment technique for higher education, that promotes student success. Students complete an exam independently first, and then immediately after, complete it (or similar exam) collaboratively in groups.  View this short video (2:12 min) introduction inclusive of students by UBC Media Relations (2014). Further explore the implementation of a two-stage mid-term exam in this UBC large classroom video (7:38 min) by UBCScience (2018).  

If you are interested in some research supporting Two-stage exams, contact Dr. Sandra Efu or check out this short excerpt on Two-Stage Exams from Carl Wieman Science Education Initiative for additional details. 

Several Keyano College instructors within Trades and Business have implemented this technique in their classroom (both large and small student groups) with resounding success!

CAST (2018) provides the UDL Guidelines, as a tool for implementing Universal Design for Learning.  The guidelines can be used by educators, curriculum developers, researchers, parents and anyone else who wants to implement the UDL framework in a learning environment. The guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.  The UDL Guidelines are organized according to the three main principles of UDL that address representation, action & expression, and engagement. 

These CAST UDL resources are most specific to good assessment practices to assess variable learners and promote learner accessibility:

1. Cast UDL Tips for Assessment
2. Cast UDL and Assessment
3. CAST Universal Design for Learning Guidelines

Takacs et.al provides a collection of three UDL focused workbooks.

1. Universal Design for Learning: A Practical Guide
2. Universal Design for Learning: Strategies for Blended and Online Learning
3. Assessment Design: Perspectives and Examples Informed by Universal Design for Learning

Refer to section 3, Assessment Design, for guidance and examples for effective assessment practices.   

Bloom’s Taxonomy is commonly referenced in education for creating measurable learning outcomes at various levels of complexity, and in three domains of learning.  Check out these Bloom’s Taxonomy teaching tips from the University of Waterloo’s Centre for Teaching Excellence.

Download and print these three Bloom's Taxonomy domains (cognitive, affective and psychomotor) documents for sample verbs, with aligned activities and assessments, to support your outcomes-based course development.  

This Experiential Learning (EL) Toolkit, from Niagara College Canada (2019), is designed for faculty, academic leaders, employers and community partners to guide the design, delivery, facilitation and evaluation of EL in higher education.  It provides information, examples, and free templates. These modules are licensed under Creative Commons (CC-BY 4.0). 

• Flipped Learning Network (FLN) definition of flipped learning includes 4 Pillars of F-L-I-P and Indicators for educators to incorporate into their practice. This resource is available under a Creative Commons Attribution-NonCommercial-NoDeriviatives 4.0 International (CC BY-NC-ND 4.0).   
• University of British Columbia (UBC) Faculty of Education, Learning Design & Digital Innovation, also provides Ideas for a Flipped Classroom Model.  In addition to sharing flipped classroom ideas, they also share some challenges and considerations.

Foundations of Effective Teaching Practice in higher education is a four-module course that introduces new post-secondary educators to foundational components of effective teaching practice. Modules include: 

• An Introduction to Lesson Planning and Active Learning, 
• Assessment Foundations, 
• Facilitating Student Learning through Engagement, Agency, and Metacognition, and
• Professional Practice for Educators. (currently under development)

Principles of Universal Design for Learning (UDL) and Equity, Diversity, Decolonization and Inclusion (EDDI) are woven throughout the modules. Each module includes a mix of learning activities including readings, videos, knowledge checks and prompts for reflective practice. The modules include professional voice over and ASL interpretation. These modules will benefit educators coming to postsecondary settings as subject matter experts with little formal teacher training/experience, especially in hybrid/online learning. These modules will provide flexible options to engage with/reference content throughout the first years of teaching.

Access/self-enrol in the Foundations of Effective Teaching Practice (Fisher et al., 2022) modules in Moodle. 

While the order in which you view these four online modules and content does not matter, it is advised that new instructors who do not have a teaching background or experience, fully view the module “Introduction to Active Learning & Lesson Planning” first. 

Each online module, including activities, takes approximately 5 -10 hours to complete. Each module does not have to be completed in its entirety; if preferred, you can just view specific sections of modules. You will have the option to 'resume' or 'start over' each time you enter a module.  

If you experience any issues viewing videos or downloading resources, try a different web browser.

Please contact a Centre for Teaching & Learning (ctl@keyano.ca) team member, if you require support with the module activities and/or throughout your professional development journey.

Refer to Brian Beatty’s (2019) work to support quality assessment design for HyFlex-flexible course design. 

HyFlex Course Design and Teaching Strategies is intended as an introductory resource for post-secondary faculty engaging in HyFlex teaching and learning

• Teachers and Instructors
• Leaders and Administrators
• Front line staff, advisors and student services
• Foundations
• Curriculum Developers
• Researchers 

There are many different models/frameworks for lesson planning to promote active learning. Two models practiced in the Instructional Skills Workshops (ISW) are BOPPPS and CARD. 

• BOPPPS lesson planning framework is one method of lesson planning that promotes student centred learning and engagement. 
  • B: Bridge-in
  • O: Outcome(s)
  • P: Pre-assessment
  • P: Participatory learning
  • P: Post-assessment
  • S: Summary

Online resources are available to Keyano College faculty and staff in Moodle to explore the BOPPPS lesson planning model; The Introduction to Lesson Planning and Active Learning module by (Fisher et al., 2022); however, Keyano faculty and staff are encouraged to complete the Instructional Skills Workshop (ISW) when offered to practice BOPPPS in a peer-based experiential learning setting. Check out the University of Saskatchewan’s Research Guide for more BOPPPS lesson planning information. 

• CARD lesson planning framework is another method of lesson planning that is aligned with expressive learning outcomes, outcomes that are more reflective and may lead to unpredictable learning experiences.
  • C: Context
  • A: Activity
  • R: Reflect
  • D: Document

Check out Conestoga College’s Teaching & Learning Faculty Learning Hub, Creating a CARD Lesson Plan for details, and review Cast's Key questions to consider when planning lessons. 

Access this Keyano College Library online guide to support your course development that is in compliance with referencing, citations and copyright.

Moodle 4 Training – Moodle 101: Course Creation for Faculty (Moodle)

If you are unfamiliar with Moodle (as an instructor or developer), we recommend you start by enrolling in this Moodle 101: Course Creation for faculty shell, to support your development or revision of Moodle course shells.  If you would like a Moodle ‘Sandbox’ created for you to create and test Moodle activities/resources, email your request to  CTL@keyano.ca

The Online Teaching Program was developed by the UBC Centre for Teaching, Learning & Technology (n.d.). Except where otherwise noted, this course content is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.  The modules in this course are designed to help you adapt your course for the online environment as well prepare to teach online. This course does not focus on technical skills, but does include links to external resources. If you are unfamiliar with Moodle, we recommend you start by enrolling in Moodle 4.1.

Access/self-enrol in the Online Teaching Modules in Moodle.  

• How students learn
• Active learning
• Globalization of learning
• Principles of course design
• Assessment strategies
• Ethical principles and professionalism in university teaching

• Administrative Tasks
• Course Development Resources
• Lesson Planning & Engagement
• Assessment
• Facilitating Student Learning
• Teaching Online
• Supports
• Technology
• Academic Integrity
• Keyano Resources

• CAST provides the UDL Guidelines, as a tool for implementing Universal Design for Learning.  The guidelines can be used by educators, curriculum developers, researchers, parents and anyone else who wants to implement the UDL framework in a learning environment. The guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.  The UDL Guidelines are organized according to the three main principles of UDL that address representation, action & expression, and engagement. 
  • UDL Tips for Learning Environments
  • UDL Tips for Designing Learning Experiences
  • UDL Tips for Designing and Engaging Learning Environment

• Takacs et.al provides a collection of three UDL focused workbooks to promote learner accessibility.

  1. Universal Design for Learning: A Practical Guide
  2. Universal Design for Learning: Strategies for Blended and Online Learning
  3. Assessment Design: Perspectives and Examples Informed by Universal Design for Learning