UDL in MOXI and in IWS/capstone curricula - Sam S.

Reading about Universal Design for Learning both in basic learning activities described in "Right From the Start" and "Providing New Access" brought up both new and old considerations in the space and activities here at MOXI.

UD seems to be present in some aspects of MOXI's architecture, and lacking somewhat in others. There are several physical barriers throughout the space, such as stairs (with one slower elevator), a few chokepoints in an otherwise open layout, and some doors and thresholds that are harder to cross. However, I think that the layout of the museum overall does fairly well with universal design. Most of the exhibits are accessible to a very wide range of visitors, and are appropriately spaced. Most also have multiple learning outcomes and participatory avenues to allow most visitors to engage with the exhibit with few limitations. The multiple pathways for learning at MOXI's exhibits definitely relates to the concept stressed in "Right From the Start" that learning tools and curricula should be designed with flexibility and generality in goals, and be equipped for adaptation to specific needs. I think that the majority of MOXI's attractions adhere to that standard.

I had never explicitly heard of UDL before the last class and talk with Rachel Lambert. However, I have been grappling with its concepts in developing my IWS activity. I started out my concept of a rope-making handicraft in a very prescribed and limited way, which would have created high-level learning outcomes for a "core group" of learners I had in mind -- those with higher motor skills, background in quantitative thinking, and interest in prolonged engagement with physics. The core group that I was envisioning is a small minority of MOXI's visitors. I was ignoring the learning possibilities that others in the IWS could get from the basic concept of my activity, without the distraction or barriers that my original idea inevitably introduced. I've since made my activity more fundamental and accessible.

I'll also have to keep the principles of UDL in mind as I develop my capstone project. Hopefully, I will be teaching UCSB and other local scientists in some of the concepts of informal science education so they can showcase their research and disciplines at MOXI. Not only will I have to change their mindset in terms of pedagogy and facilitation, but also the accessibility interactive activity designs. UDL will be crucial to keep in mind in making their science engaging for all audience.

-Sam S.