Using Universal Design for Learning guidelines to evaluate a computer assisted note taking software solution

Abstract

Universal Design for Learning is a framework proposing a set of guidelines for making learning more accessible to all learners, focusing on the concept of variability. By supporting information deconding, strategic thinking and engagement, UDL guidelines provide educators with a methodology for the creation and the evaluation of inclusive lesson plans. This paper discusses the application of UDL principles to the activity of note taking, which is one of the main strategies that can be used to support learning, particularly in secondary and post-secondary education. It requires different skills: capturing and decoding information from instructors is essential, as it is the ability to organize notes effectively. Moreover, note taking requires attention: if a lesson is boring, motivation can drop to the lower possible levels and notes can be totally useless. One specific software package called Evernote is analysed, which allows to write and to capture content for notes in different contexts. The hypothesis is that it can be used in learning contexts adopting a UDL approach. The features of Evernote and of related products are hence examined following the principles and guidelines provided by UDL, with the intent of providing insightful information about its possible use and about its limitations. The analysis shows that even if Evernote can not provide support to all UDL checkpoints per se, it has at least one useful feature for the implementation of each guideline. © Springer International Publishing Switzerland 2014.