Multiple Means of Engagement

Universal Design for Learning: Multiple Means of Engagement

 

The UDL framework principle, Provide Multiple Means of Engagement (MME), has been referred to as the “why” of learning (Rose & Meyer, 2002), or the motivation for learning. The affective networks of the brain determine how learners get engaged and stay motivated and how learners are challenged, excited, or interested (National Center on UDL, 2011). Affect, or emotions and feelings, impact student learning (Immordino-Yang & Damasio, 2007; Rose & Dalton, 2009). To aid student learning, it is important to establish nonthreatening, welcoming environments.

The National Center on Universal Design for Learning describes Multiple Means of Engagement in this way:

Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
- National Center on UDL, Principle III, 2011

The Center provides expanded Guidelines with examples under each Checkpoint to increase the understanding of ways to Provide Multiple Means of Engagement. Below are some specific examples of Multiple Means of Engagement that a postsecondary instructor might use.

Some Ways to Provide Multiple Means of Engagement in Postsecondary Classes

  • Integrate podcasts/video/video conferencing options for lectures
  • Accept format choice (oral, written, visual) in assignments
  • Create safe, welcoming learning environments
  • Integrate service learning opportunities
  • Allow video, audio, or written options for self-reflection
  • Use individual response system such as clickers or response cards
  • Include scaffolding to support novices
  • Incorporate individual, partner, small group, and large group activities
  • Use rubrics to heighten salience of objectives

Check out these Examples of UDL In Action

Classroom Response Systems
Enhance Learning with Alternatives for Audio
Writing for the Right Audience: Using multimodal projects in composition to enhance action and expression
When Lecture is Necessary: Incorporating UDL into PowerPoint
Utilizing Contemplative Practices to Balance Brains in Honors Education
Using Web 2.0 tools to engage learners
Using Mindfulness to Increase Student Self-Awareness and Self-Advocacy through First Year Seminar Style Courses
Using iPad for preserving class information
Universal Design for Learning in a Digital Environment Using the STAR Legacy Pedagogy with Transitional Doctor of Physical Therapy Students
The TBL-UDL-Engagement Trilogy in a General Chemistry Course
Lectures in your own time, Come Learn Together
TEAM-BASED LEARNING: An overview of Team-Based Learning design, guidelines and strategies
Taking a Metacognitive Approach to Active Learning
An Example of Service-Learning Success
Promoting Student Engagement: Utilizing Student Exploration as a Means of Information Synthesis
Padagogy Wheel: Integrating iPads into instruction using Bloom’s Taxonomy to Increase Representation, Expression, and Engagement
MNEMONIC DEVICES FOR INSTRUCTION: Using Mental Cues for Easy Recall
MERGING SILLY AND SERIOUS FOR CREATIVE EXPRESSIONS OF LEARNING
Lecture Capture
Inquiry-based Learning: Using Presentation Homework Problems to Enhance Engagement
Game-based Learning: Using games to Increase Representation, Expression, and Engagement
A Practical Example of a Flipped Lesson in a Beginning German Classroom: Reaching Students in Alternate Ways
Flipped Classroom – Student Perspective
Flipping so as not to Flop: The Blended Classroom
FLIPPED CLASSROOM: Course Design to Increase Representation, Expression, and Engagement
Cultivating Learner Attention and Engagement
Cooperative Learning
Alternative Assessments: Assessing LEARNING, Not METHOD
Advance Organizers: Preparing Students for Learning
Active Collaborative Quizzes: Increasing action, expression and engagement