In this article

• Principle 1: Equitable Use
• Principle 2: Flexibility in Use
• Principle 3: Simple and Intuitive
• Principle 4: Perceptible Information
• Principle 5: Tolerance for Error
• Principle 6: Low Physical Effort
• Principle 7: Size and Space for Approach and Use
• Principle 8: Community of Learners
• Principle 9: Instructional Climate

Incorporating universal design principles into your ELMS-Canvas-Canvas course design makes it accessible to a diverse range of learners. The following examples of online and classroom activities are based on nine (9) universal design principles and can help you to create a more accessible and inclusive learning experience for all of your students.

Principle 1: Equitable Use

The design is useful and marketable to wide and diverse abilities.

Example in the Classroom

• Ensure course content is accessible to allow equal learning opportunities
• Use assistive technologies and accommodations if necessary

Example in ELMS-Canvas-Canvas

• Ensure course is accessible to all
• Design components for low bandwidth usage

Principle 2: Flexibility in Use

The design accommodates a wide range of preferences and abilities.

Example in the Classroom

• Design activities and assignments that allow choices
• Use a variation of text, multimedia and other visual representation of content

Example in ELMS-Canvas-Canvas

• Give students choice for submission format (infographic, text, video, presentation)
• Design variation in submission format for each assignment

Principle 3: Simple and Intuitive

The design is simple and easy to understand regardless of ability.

Example in the Classroom

• Provide clear direction and expectations for assignments and activities 

Example in ELMS-Canvas-Canvas

• Provide expectations through rubrics
• Provide detailed, clear directions
• Use simple course design
• Declutter front page
• Use a modular format to display and access content

Principle 4: Perceptible Information

The design communicates necessary information effectively to the user regardless of ability.

Example in the Classroom

• Use video or audio recording of live lectures
• Display content in a variety of methods (presentation, audio, video, graphics)
• Share lecture notes with others

Example in ELMS-Canvas

• Provide access to lecture content ahead of time
• Provide multiple formats of content (visual, audio, video, text, graphics)

Principle 5: Tolerance for Error

The design minimizes hazards and the adverse consequences of unintended consequences.

Example in the Classroom

• Use student response systems, anonymous surveys for feedback
• Provide feedback and allow resubmission with revisions

Example in ELMS-Canvas

• Use online peer review
• Allow multiple attempts for submissions
• Enable editing of asynchronous content

Principle 6: Low Physical Effort

The design can be used effectively with minimal effort.

Example in the Classroom

• Simplify assignments and activities
• Break down assignments into multiple steps
• Use decorative content only if it adds value to the content

Example in ELMS-Canvas

• Organize content in a modular format
• Ensure minimal effort to access content
• Integrate third party tools into the online environment
• Ensure that all tools are compatible with user's hardware 

Principle 7: Size and Space for Approach and Use

The design has consideration for appropriate size and space

Example in the Classroom

• Arrange teaching space for easy physical access 
• Ensure room is comfortable (temperature, line of sight)

Example in ELMS-Canvas

• Arrange content for simple access
• Break up large content into smaller chunks
• Consider low bandwidth access for digital content

Principle 8: Community of Learners

The design promotes interaction and communication amongst student and instructors

Example in the Classroom

• Integrate social media tools
• Provide opportunities for peer networking

Example in ELMS-Canvas

Promote interaction with:

• Synchronous collaboration tools (Google Docs)
• Asynchronous discussion
• Student group areas
• Virtual classroom
• Video conferencing

Principle 9: Instructional Climate

Design instruction to be welcoming and inclusive. High expectations are espoused for all students.

Example in the Classroom

• Engage with students regularly
• Provide regular and timely feedback
• Maintain the same expectations for all students

Example in ELMS-Canvas

• Engage with students within the on line space
• Set same expectations for all students
• Provide easy access to the instructor
• Ensure a reasonable response time to students inquiries

Adapted from "Best practices for building Universal Design principles into your Canvas courses," Simon Fraser University