Achieving UDL Through Student Voice: Reflections on Experiential Learning

Abstract

This chapter brings together the concepts of universal design for learning (UDL) and accreditation of prior experiential learning (APEL). By presenting the APEL process through the lens of UDL, the case study demonstrates how APEL can be used as a means of achieving diversity and inclusion in teaching and learning practices with adult learners across tertiary education. The case study presents the process of implementing APEL with adult learners before mapping the process onto the principles of UDL. It then reflects on the learning gained from this intervention from the perspective of UDL and presents a number of key insights that are intended to inspire, assist, and inform the design and implementation of a UDL approach to educational practice through APEL.

Key Terms in this Chapter

Constructivism: A philosophical perspective that views knowledge as meaning-making and sense-making through the perspective of the learner.

Reflective Practice: The process of reflecting on one's actions so as to engage in a process of continuous learning.

Experiential Learning: A process of learning involving reflection on action or experiences to construct meaning and inform active experimentation with knowledge in practice. It addresses the concept of how experience makes learning meaningful.

Accreditation of Prior Experiential Learning (APEL): Refers to the value attributed to the learning that has taken place experientially. The value may take the form of a grade, admission or advanced entry to a program of study.