Event Information
Virtual Session0–5 min | Welcome and Framing
Brief introduction of facilitators and the course context. Quick participant poll: "On a scale of 1-5, how confident are you in designing assignments that are both creative and inherently accessible?"
5–20 min | The UDL + Storytelling Framework
Present our core model: integrating narrative arcs (character, emotion) with UDL checkpoints for inclusive design. Showcase a powerful before-and-after case study from a student project, highlighting the impact on engagement and accessibility.
20–35 min | Empathy in Action: A Collaborative Analysis
Participants, in breakout rooms, analyze a sample "persona & storyboard" using a simple UDL checklist. Peer-to-peer discussion: "Where is this design strong, and where could accessibility be deepened?" Groups share one key insight.
35–55 min | Hands-On Design Sprint
Participants, individually or in pairs, use a provided template to outline a storytelling project for their context. They will define a core narrative goal and apply at least two UDL checkpoints to its design.
55–60 min | Synthesis and Resource Share
Quick share-out of one participant's idea. Facilitator summarizes how the framework aligns with ISTE Standards and Transformative Learning Principles. Direct attendees to a shared folder containing the session's frameworks, templates, and examples..
After this session, participants will be able to:
Apply a practical UDL framework to design inclusive storytelling assignments.
Integrate narrative elements like persona and emotion to boost engagement and authenticity.
Develop a project blueprint for a student task that constructs knowledge and creates an accessible digital story.
Lupton, E. (2017). Design is Storytelling. Cooper Hewitt, Smithsonian Design Museum.
– Establishes the core narrative design principles integrated with UDL throughout the session.
CAST. (2024). Universal Design for Learning Guidelines version 3.0.
– Provides the foundational framework for the session's accessibility and inclusion strategy.
Bugaj, C., Marotta, M., Janowski, K. & Poss, B. (2021). Inclusive Learning 365: Edtech Strategies for Every Day of the Year. ISTE.
– Connects UDL and storytelling practices directly to actionable, technology-enhanced pedagogy.
Zak, P. J. (2015). Why inspiring stories make us react: the neuroscience of narrative. Cerebrum, 2015:2. PMID: 26034526; PMCID: PMC4445577.
– Provides scientific evidence for using emotional story arcs to boost engagement and memory retention.
Lambert, J. & Hessler, B. (2018). Digital Storytelling: Capturing Lives, Creating Community. Routledge.
– Offers the foundational methodology for using digital storytelling as a tool for student empowerment.
Burgstahler, S. E. (2015)(Ed.). Universal Design in Higher Education: From Principles to Practice. Harvard Education Press.
– Validates the application of UDL principles specifically within a higher education context.
Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
– Offers the theoretical backbone for UDL and its application in diverse learning environments.
W3C Web Accessibility Initiative (WAI). Web Content Accessibility Guidelines (WCAG).
– Provides the essential technical standards for creating accessible digital media and content.
TED Conferences, LLC. (n.d.). TED Talks. https://www.ted.com
– Serves as a curated repository of exemplary, audience-centered narrative structures for analysis.
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