B. Multi-Modality

Related to mapping, the use of multiple modalities characterizes UDL practices. Modality refers to the use of different senses to learn information (CAST, 2018b). We most often think of the hearing, seeing, and touch senses; for example, using text to speech technology to listen and read at the same time; using touch to build, write, or sketch while listening to a lecture. Exercising choice around modality is a key theme in a UDL-supported classroom. Modality refers to the ways that we provide information that can be processed through visual, verbal, and kinesthetic modes (Bruning et al., 2011). Designing options for modality could be offering the choice to either read a book or listen to a lecture but it could also mean having the option to work multimodally as in listening and reading at the same time. The idea that learner choice and modality is baked into the course design as a proactive measure of accessibility is pivotal in UDL.

Connor had a number of things to say about the importance of designing for options and multiple modalities:

I prefer to work alone, find it unnatural to self-reflect or show my process in an externally visible format, and need specific and clear guidelines or instructions breaking down exactly what is required for my assignments which should not be able to be misinterpreted.

My instructor provided video recordings demonstrating very clearly exactly how to do the exercises, PowerPoints explaining some concepts in detail, and tutorials to follow for some of the homework assignments.

They were supportive because they gave feedback on my projects as I was working on them in class and not just after the projects were due, provided clear instructions of what to do, and showed plenty of examples of what we were expected to do in our work.

Connor offered rich suggestions on designing for modality:

• working alone or in partners;
• self-reflection or reflecting within a group
• reflecting on the content or our interpretation of the content
• offer multiple means of representation of content: video, audio, simulation, tutorials
• number and type of examples

Wesam noted an interesting approach to working multimodally:

I experienced the deepest learning in a course about race, it was taught by the same professor who I felt most supported by. I was able to participate through the chat, the prof would narrate what I said. The prof also welcomed other students to narrate what I said, which was awesome.