Design for Learning with Neuroscience, UDL and Inclusive Teaching

Concurrent Session 6
Streamed Session

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Brief Abstract

This presentation will engage participants in exploring strategies for optimizing emotions, interests, attention, memory and skill development in learners, with the help of neuromyth worksheet, activity to redesign a teaching challenge applying neuroscience and Universal Design for Learning, and two case studies on inclusive design.



I am an instructional designers at OSU Ecampus' Course Development and Training Unit. I have a MA in Instructional Technology from Utah State University. I have worked in the field of instructional design , faculty development, and course development since December 2006. I am passionate about pursuing excellence in teaching and learning.

Additional Authors

Extended Abstract


o          Present on neuroscience findings that serves as the theoretical underpinnings for Universal Design for Learning and Inclusive Design, with the guide of a worksheet on neuromyths, promoting individual reflection/interaction (10 min.)

o          Present on the principles of UDL with examples (5 min.)

o          Present on the five steps for Inclusive Design with specific examples and strategies (10 min.)

o          Activity: Re-design a teaching challenge using inclusive design principles (5 min.)

o          Activity: Microaggression Case Study (5 min.)

o          Activity: Inclusive Teaching Case Study (5 min.)

o          Q& A and resource sharing (5 min.)


Key Findings:

  • Neuroscience for Learning

o          Neuroplasticity

o          Neuro-variability

o          Prior knowledge and experience

o          Stimulus driven or goal driven

o          Emotions

o          Neuro-pathways & Interest/Curiosity/Attention/Memory/Expertise development

o          Visual Brain

o          Social Brain

o          Metacognition, critical thinking, and decision-making brain

  • Universal Design for Learning Principles:

o          Multiple means of representation

o          Multiple means of action & expression

o          Multiple means of engagement

  • Five Steps for Inclusive Design:

o          Establishing and supporting an inclusive course climate

o          Setting explicit expectations

o          Promoting diversity and inclusion through course content

o          Designing all course elements for accessibility

o          Cultivating critical self-reflection


Relevance to Higher Education:

The research on neuroscience, Universal Design for Learning and Inclusive Teaching are universal principles and can be applied to any learner, including students in higher education.