Imagine you’re in a classroom, and a student with different learning needs struggles to engage with the material. They can’t quite follow the traditional way of delivering information. What if there was a way to meet their needs without leaving them behind? That’s where Universal Design for Learning (UDL) comes in. UDL focuses on offering multiple means of engagement, representation, and expression, helping all students succeed. But how can educators effectively integrate technology into this approach?
Rachel DeSoto-Jackson, founder of RDJ Creative Consulting in Murrysville, PA, specializes in UDL-driven instructional design. Her focus includes training in empathetic communication, de-escalation, and enhancing both verbal and nonverbal skills. She believes that the right tools can make learning more inclusive and accessible. But how can educators and trainers apply this vision to their own classrooms or training sessions?
The key lies in making sure that learning materials cater to different needs. For example, using a mix of videos, written content, and interactive tools helps engage a wide range of learners.
This approach doesn’t just benefit students with specific learning challenges but makes the experience better for everyone. Trainers should also incorporate empathetic communication practices—listening actively and being aware of nonverbal cues. This ensures that every participant feels understood and supported throughout the learning process. Rachel’s approach, grounded in Universal Design for Learning, allows educators to create an environment where everyone can engage with the content in the way that works best for them.
One of the first steps is understanding that UDL is not just about using technology for the sake of it. It’s about ensuring every learner has an opportunity to engage with the content in a way that works best for them. For example, some students might learn best through visual aids, while others might prefer auditory cues. Technology allows educators to present information in a variety of formats. This can include video, podcasts, interactive quizzes, and voice-enabled tools. By incorporating these tools, you can provide the variety that UDL emphasizes.
Rachel Desoto-Jackson points out that a key to success with UDL-driven communication is accessibility. Communication training, in particular, requires not just teaching people how to speak or write but also how to understand different forms of communication. This could include visual signs, body language, tone of voice, and text. Technology can provide these different modes of communication. For instance, video conferencing tools such as Zoom allow for real-time communication and include features like live captions. This helps students who might have hearing impairments or language barriers participate fully. By including these features, you’re enhancing the accessibility of your communication training.
Another example of technology supporting UDL is the use of learning management systems (LMS) like Google Classroom or Moodle. These platforms offer ways for trainers to provide students with multiple types of content. In one lesson, a trainer can include a video explaining the material, a written article for reference, and a recorded audio explanation. Students can then choose the format that works best for them. The flexibility these tools offer means that learners have more agency over how they access content, something that is central to UDL.
Rachel emphasizes that it’s not just about having these tools available; it’s about making sure students are empowered to use them. For this to happen, educators need to model how to use the technology effectively. Take the example of voice-to-text software, which can help students with writing challenges. Educators can demonstrate how the software works in real-time. Then, students can use it to express their thoughts without the added stress of handwriting or typing. When students see technology in action and understand how it supports their learning, they are more likely to embrace it.
Moreover, Rachel suggests that integrating technology into UDL-driven communication training also encourages collaboration. Communication isn’t just about the individual; it’s about how we interact with others. Platforms like Padlet or Jamboard allow students to share ideas, work together on projects, and give feedback—all in real time. These tools create a sense of community among learners, even in virtual spaces. With UDL principles at the forefront, everyone can participate in ways that suit their strengths.
Assessment, too, can be improved with the right technology. Traditional testing methods may not fully reflect what a learner knows, especially if the student has a learning disability. With technology, educators can use alternative assessments, like video submissions or interactive simulations. For example, if you are teaching communication skills, students could create a video presentation on a topic, demonstrating both their understanding of the material and their ability to express it. This method not only caters to different communication styles but also allows educators to see a fuller picture of student progress.
Rachel Desoto-Jackson also highlights the importance of feedback in UDL. Technology can help streamline feedback processes, making them more timely and personalized. Apps like Seesaw allow educators to provide immediate audio feedback on a student’s work. This can be especially beneficial for learners who need extra guidance.
The personalized, real-time nature of this feedback aligns well with UDL’s emphasis on providing support when and where it’s needed.
But integrating technology into UDL-driven communication training does come with challenges. It requires educators to learn new tools and platforms, and not all students will be equally comfortable with the technology. The key here is to start small and build from there. Begin by integrating one or two new technologies into your lessons.
Over time, you’ll become more comfortable with the tools, and so will your students. The goal is to create an environment where technology becomes a seamless part of the learning process, rather than a barrier.
Rachel Desoto-Jackson’s work in integrating technology into UDL-driven communication training provides valuable insights for educators and trainers.
Technology offers a vast array of tools that can help make communication training more inclusive, accessible, and engaging. By offering multiple formats for content delivery, creating opportunities for collaboration, and utilizing alternative assessment methods, educators can meet the diverse needs of all students.
The key to success is not just about the tools but how educators model, support, and empower students to use them effectively. With the right approach, technology can unlock the potential for every learner to thrive in communication training.
