5 QM and Universal Design for Learning (UDL)
How QM Aligns With UDL Principles
UDL principles are essential at my institution and are recommended for all faculty and staff to complete. TLX developed the UDL course and launched it on eCampusOntario, allowing instructors across the province to benefit from taking UDL training. This helps faculty design courses that remove barriers and support diverse learners. As mentioned earlier in the book, some institutions also use Quality Matters, especially for OntarioLearn courses. However, not many people make the connection between Quality Matters and Universal Design for Learning when designing online courses.
These frameworks are often viewed as separate, and not many people hold credentials in both. In my experience, they complement each other extremely well in online course design. QM focuses on clarity, alignment, consistency, and measurable learning objectives. UDL focuses on removing barriers and creating flexible pathways that support diverse learners. When used together, they strengthen both the structure and accessibility of a course. As an external reviewer, I often use both lenses when reviewing courses and provide additional comments on how to enhance learning and reduce barriers for learners.
Several QM General Standards naturally support UDL principles. For example, QM’s emphasis on clear navigation and consistent structure aligns with UDL’s goal of reducing cognitive load. QM’s focus on measurable objectives and aligned assessments supports UDL’s idea of offering multiple ways for learners to demonstrate understanding. The accessibility and usability requirements in QM also reinforce UDL practices related to perception, comprehension, and engagement.
Using both frameworks together gives faculty a stronger foundation for designing courses that are organized, intentional, and inclusive.
Strategies for Inclusive Course Design
My institution has always encouraged faculty to incorporate UDL principles into their courses. Even small steps using UDL can help them meet QM expectations, because these principles naturally support clarity, accessibility, and alignment. By making simple and practical adjustments to course design, faculty can strengthen both UDL and QM elements at the same time.
Following are strategies that support both frameworks to make courses more inclusive without requiring major redesign, and they help create a learning environment where all learners can participate meaningfully.
Use One Action Verb and Measurable Learning Objectives
Using dual verbs can confuse learners, so one clear action verb is the key. Measurable objectives help guide learners and reduce confusion, while also giving flexibility in how learners meet those objectives. This supports QM alignment and UDL’s goal of setting clear expectations.
Offer Multiple Means of Engagement
A variety of learning activities can support different learner needs. Discussions, interactive activities, case studies, or self-reflection activities help maintain engagement and support various learning preferences. This strategy also helps meet QM standards related to meaningful learner interaction.
Provide Different Formats for Content
Avoid long lectures. Short videos around three-five minutes, or slightly longer when needed, work well for explaining concepts. Article readings, visuals, and practice activities provide different ways for learners to access and understand content. This supports UDL’s principle of multiple means of representation and meets QM expectations for appropriate instructional materials.
Support Flexible Assessment
Balancing formative and summative assessments allows learners multiple ways to demonstrate their understanding. Small choices in format or structure can support UDL without changing the overall alignment required by QM.
Design for Accessibility From the Start
Using headings in proper order (H1, H2, H3), inserting alt text, adding accurate captions, paying attention to colour contrast, and creating accessible documents and PDFs all support both UDL and QM accessibility standards. Building these practices in from the beginning reduces rework later and ensures all learners can participate fully.
Maintain Consistent Navigation, Structure, and Naming Conventions
Clear module layouts, predictable organization, and consistent naming conventions help all learners, including those with cognitive or language-related barriers. Following institutional best practices supports UDL principles and aligns with QM General Standard 1.
Case Examples
Below are sample scenarios that illustrate how QM and UDL work together in practice.
Case Example 1: Improving Module Navigation
TLX has produced and developed microcredentials, and to model good practice for faculty, all TLX courses follow these frameworks closely. There are no long modules; instead, the courses are divided into mini modules with clear instructions. By using a consistent layout and adding short introductory statements, the course meets QM expectations for navigation while supporting UDL principles of clarity and reduced cognitive load.
Case Example 2: Making Assessments More Flexible
Faculty often express concerns about how learners should complete or submit their assessments. One helpful recommendation is to offer multiple attempts for quizzes when appropriate. Not all assessments need to be traditional online tests. Faculty can consider using written reflections in each module or providing options for learners to demonstrate their learning in different formats. For example, offering the choice to submit a video explanation or a slide deck instead of a traditional written paper still meets QM requirements for assessment alignment while supporting UDL’s principle of offering multiple means of action and expression.
Case Example 3: Enhancing Content Accessibility
This is often the most challenging area for faculty. Many believe that simply converting a Word document into a PDF automatically makes it accessible, but accessibility features do not always convert cleanly, so producing an accessible PDF often takes extra work and technical skill. When converting from Word to PDF, some accessibility elements may not transfer correctly. As a result, running the accessibility checker in Acrobat often reveals issues that require additional time to fix.
For institutional presentations, TLX provides PowerPoint files that are already formatted for accessibility. When these PPT files are converted to PDF, they typically require only minimal adjustments. By preparing accessible Word documents from the start, adding alt text to images, and ensuring proper heading structure, the final materials align with QM accessibility standards and support UDL’s focus on perception and inclusion.
