Universal Design for Learning (UDL) encourages educators to provide students with multiple ways to engage with course content, access information, and demonstrate their learning. Title II accessibility requirements establish an equally important expectation: digital course experiences must be accessible to learners with disabilities. At the same time, generative AI is prompting educators to reconsider how assignments are designed and how students demonstrate authentic learning. How can institutions preserve the flexibility and choice central to UDL, meet accessibility requirements, and create meaningful assignments that remain resilient in an AI-enabled environment?
In this panel discussion, Marcus will lead a practical conversation with Steven Kolberg of Florida SouthWestern State College, Nadine Schreiter of the University of Florida, and Lindsey Munoz of the University of Kentucky. Drawing on their institutional experiences, the panelists will explore where UDL, digital accessibility, and AI-resilient assessment reinforce one another—and where tensions arise. The discussion will offer practical perspectives on designing flexible, accessible assignments that emphasize authentic application, reflection, process, and student agency without allowing compliance, academic integrity, or instructional innovation to become an afterthought.
Key Takeaways:
- Gain a clearer understanding of how UDL principles and Title II accessibility requirements intersect in online learning.
- Explore how UDL can support AI-resilient assignments through authentic application, scaffolded work, reflection, student choice, and greater visibility into the learning process.
- Consider how to provide multiple ways for students to demonstrate learning while maintaining accessibility, rigor, and clear learning outcomes.
- Examine common tensions involving alternative assignments, multimedia, student-created content, emerging AI tools, and third-party technologies.
- Learn how institutions can move from reactive remediation toward proactive, accessible, and AI-aware course design.
- Identify practical ways to balance legal obligations, academic integrity, student needs, faculty capacity, and sound pedagogy.
- Leave with strategies and conversation starters they can use with faculty colleagues, support teams, and institutional leaders.
Intended Audience:
This webinar is designed for academic leaders, online-learning administrators, educational technology leaders, instructional design directors, compliance and policy leaders, faculty-development professionals, and others responsible for setting institutional priorities and translating them into campus-wide practices.
Participants will gain a more integrated framework for advancing UDL, accessibility, and AI-resilient course design across their institutions. The discussion will help decision-makers develop clearer guidance, align cross-functional teams, allocate resources, and support the faculty and accessibility professionals responsible for putting these expectations into practice.
Speaker Bio
Steven Kolberg
Senior Coordinator, Accessibility and LMS Administration, Florida SouthWestern State College
Steven Kolberg supports accessibility and learning management system administration through Florida SouthWestern State College’s Office of Information Technology. His work focuses on web accessibility, accessible online course content, assistive technologies, and institutional resources that promote greater access. He holds an M.A. in Educational Technology from Florida Gulf Coast University and a B.A.S. in Supervision and Management from Florida SouthWestern State College.
Lindsey Muñoz, Ed.D., LMSW
Clinical Instructor and Assistant Dean of Pedagogical Possibilities, University of Kentucky College of Social Work
Lindsey Muñoz is a licensed social worker, educator, and academic leader whose work centers on teaching innovation, student success, digital accessibility, faculty development, and online learning. With more than a decade of experience spanning higher education, social work, public safety, healthcare regulatory compliance, and application development, she brings a multidisciplinary perspective to inclusive course design. Her current work includes advancing responsible AI use, accessible instructional systems, teaching effectiveness, and meaningful learning experiences grounded in real-world practice.
Nadine C. Schreiter, M.S.Ed.
Instructional Designer, UF CJC Online, University of Florida College of Journalism and Communications
Nadine Schreiter is an instructional designer who collaborates with faculty and institutional stakeholders to develop high-quality online courses aligned with quality-assurance and Quality Matters standards. She has worked in higher education for more than 20 years and has served as an adjunct instructor and director of faculty and staff development. Nadine is also an experienced Quality Matters Master Reviewer, Peer Reviewer, facilitator, and coordinator.
Marcus Popetz
Co-Founder and CEO of Harmonize Learning