Drega Abdi

Recently, I was tasked with updating an e-learning course, relying on a pre-existing template to speed up the process. The initial goal was simple: update the content and republish, prioritising efficiency above all else. However, as I worked, a nagging feeling grew stronger. The template, while visually appealing, imposed a rigid, linear structure on the learning content. As I slotted the content into the template I increasingly felt the course structure was misaligned with the varied learning styles and paces of individual learners, and I realised that the design did not meet the learners’ needs. For many of us involved in creating e-learning courses, templates can feel like a trusty sidekick. They promise efficiency, consistency, and a quick route to building learning content. But what happens when our reliance on these templates starts to limit what’s possible? What if the very tools meant to streamline our work inadvertently hinder true learning?

The problem: The draw and potential pitfalls of templates

Have you ever felt like you are forcing content into a mould, leading to a sense of stagnation, not just for us as developers but, more importantly, for our learners? Imagine a student facing a string of e-learning modules that all look and feel the same. The initial convenience of templates can quickly morph into a monotonous experience, potentially leading to disengagement and reduced motivation. Where’s the spark of curiosity when every learning journey follows the exact same path?

A new paradigm: Universal Design for Learning (UDL)

This is where the concept of Universal Design for Learning (UDL) (CAST 2024) comes into play. UDL offers a different approach, one that moves beyond the constraints of templates. Instead of a one-size-fits-all solution, UDL encourages us to design learning experiences that are flexible and adaptable from the very beginning, catering to the diverse ways individuals learn. The core idea is to proactively build in choices and options, ensuring that learning is accessible and engaging for everyone.

Understanding the foundation: UDL’s three core principles

So, how does UDL work in practice? It revolves around three key principles:

• Multiple Means of Engagement: Sparking and sustaining learners’ interest. Offer choices in activities, connect learning to real-world scenarios, and incorporate elements like gamification to boost motivation.
• Multiple Means of Representation: Presenting information in various formats. Think beyond just text – incorporate videos, audio, interactive simulations, and visuals to cater to different learning styles.
• Multiple Means of Action and Expression: Giving learners different ways to demonstrate their understanding. Instead of relying solely on quizzes or essays, offer options such as presentations, projects, or creating multimedia content.

Infographic from CAST (2024)

Shifting the perspective

Moving beyond a template-first approach means shifting our focus to the needs of our learners. It involves asking ourselves: how can we present this information in multiple ways? How can learners show us what they have learned in a way that suits them best? How can we make this learning experience genuinely engaging and relevant? While templates can still have a role in maintaining consistency, especially in large projects, the key is to use them thoughtfully. We should not be afraid to customise, adapt, or even discard them when a different approach will better serve our learners.

Reference

CAST (2024) Universal Design for Learning Guidelines version 3.0, available: https://udlguidelines.cast.org [Accessed: 23 March 2025].