Think. Design. Engage: Where AI Meets UDL and the Design Thinking Process

By Barbara Bray and Stephanie Howell

Stephanie Howell and I decided to create a planning tool using the Design Thinking Process, Universal Design for Learning (UDL), and AI. In deciding what resources you need based on the learners you have, you may first need to determine how your learners learn best, what lesson or activity you plan to focus on, how design thinking can support the process, and which AI tools you include in a lesson or activity. We updated a previous planning tool for AI that I co-created with Jackie Gerstein on makerspaces. [source]

There is no “average” brain

The assumption that metrics comparing us to an average—like GPAs, personality test results, and performance review ratings—reveal something meaningful about our potential is so ingrained in our consciousness that we don’t even question it. That assumption, says Harvard’s Dr. Todd Rose, is spectacular—and scientifically wrong. [Source]

“If we overcome the barriers of one-dimensional thinking and demand that social institutions value individuality over the average, then we will change the way we think about success– not in terms of our deviation from average, but on the terms we set for ourselves.”

Dr. Todd Rose, author of The End of Average

From Todd Rose’s Project Variability, he states that “even though we have the most diverse population in the world, we are unable to exploit this natural advantage in human capital.” Four percent of dropouts in the US are intellectually gifted. That comes up to 50,000 minds each year who don’t fit in the average model. How much of this is bad design? We design learning environments for the average learner. We call our system age-appropriate, but it is not. Learners vary on many dimensions of learning.

Universal Design for Learning (UDL)

UDL is based on principles that empower everyone to have agency over their own learning. It enables educators and learners to establish clear goals, anticipate potential environmental barriers, create meaningful options, and fully embrace human diversity.

Center for Applied Special Technology (CAST) 

Universal Design for Learning (UDL), developed by David Rose and Ann Meyers of the Center for Applied Special Technology (CAST). The goal of the updated UDL 3.0 is learner agency.

• Multiple Means of Engagement The WHY of Learning): purposeful and reflective. 
  
• Multiple Means of Representation (The WHAT of Learning): resourceful and authentic. 
  
• Multiple Means of Action and Expression (The How of Learning): strategic and action-oriented.

http://www.cast.org/our-work/about-udl.html 

The National Center on Universal Design for Learning refers to the alternate version of the UDL Guidelines found in the book UDL Theory and Practice by David Rose and Ann Meyers. Starting with the WHY of Learning, the UDL 3.0 Guidelines take you on a deep dive into each of the principles, using checkpoints that provide resources, examples, and research. 

The Design Thinking Process

Design thinking is an approach to learning that includes considering real-world problems, researching, analyzing, conceiving original ideas, experimenting, and sometimes building things by hand. This process guides students to consider the needs of others, solve challenges, overcome setbacks, and stay motivated to learn. The process also teaches students to build on the ideas of others, vet sources, generate questions, deeply analyze topics, and think creatively and analytically. The Design Thinking Process includes five phases: Empathize, Define, Ideate, Prototype, and Test.

https://dschool.stanford.edu          https://designthinking.ideo.com/

Design Thinking 1. Empathize + (UDL) Engagement/Representation

Design Thinking 2. Define + (UDL) Engagement/Representation

Design Thinking 3. Ideate + (UDL) Representation/Action & Expression

Design Thinking 4. Prototype + (UDL) Engagement/Representation/Action & Expression

Design Thinking 5. Test + (UDL) Engagement/Representation

Digital Tools in the Learning Backpack 

Apps/Tools	Activities/Templates
Figma  Notebook LM    ChatGPT  SchoolAI  Gemini  Padlet Thinglink   Canva	Crazy 8’s  Empathy Map  Generate Sort Connect Elaborate  Thinking Hat activity Gripe Jam Why’s KWL

Below are two Google Docs using AI with detailed activities:

 Using AI to Strengthen Authenticity in PBL (Activities)

 From Feedback to Glows & Grows by Greta Sandler

Now it’s your turn!

Choose a lesson you plan to focus on, how UDL and design thinking can support the process with specific activities, possibly the UN SDGs, and which AI apps or tools you will include.

Design Thinking, UDL, and AI Planning Tool

Lesson:
Design Thinking	UDL Connection	Activities	AI/Tools
Phase 1: Empathize Learners brainstorm an understanding of needs in the global community and identify the intended audience in the local community. Learners share what they have learned about the community’s needs and concerns.	Engagement (Why) Foster collaboration, interdependence, and collective learning  Representation (What) Represent a diversity of perspectives and identities in authentic ways
Phase 2: Define The learners generate possible authentic problems based on the prioritized needs within the local or global community. Together, they define the problem to address.	Engagement (Why) Optimize relevance, value, and authenticity   Representation (What) Connect prior knowledge to new learning
Phase 3: Ideate Learners, working in small groups, generate ideas to solve the design thinking problem or challenge. Each generated design is analyzed as to its potential to resolve the design challenge.	Representation (What) Highlight and explore patterns, critical features, big ideas, and relationships    Action & Expression (How) Use multiple media for communication
Phase 4: Prototype Learners collaborate on an idea of a product, event, or story that could solve the problem. Learners collaborate to design the process through multiple tools.	Engagement (Why) Nurture joy and play Representation (What) Cultivate multiple ways of knowing and making meaning Action & Expression (How) Enhance capacity for monitoring progress
Phase 5: Test The final design is presented to users for feedback. The designers ask users about the degree to which the design met their needs, asking questions about what worked and what still needs improvement.	Engagement (Why) Promote individual and collective reflection Offer action-oriented feedback Representation (What) Vary and honor the methods for response, navigation, and movement

Barbara Bray https://linktr.ee/barbarabray27
Stephanie Howell  https://linktr.ee/mrshowell24