What does active learning look like online? How can we provide it while addressing the needs and preferences of learners in a flexible learning environment? This presentation provides the definition, purpose, and examples of active learning within the Universal Design for Learning (UDL) framework from setting the stage, selecting instructional strategies and technologies, student selection of learner strategies, and designing feedback loops. A typology of instructional strategies and their examples are addressed to provide variety (i.e., activity-centered, content-centered, experience-centered, and learner-centered activity. Active learning aligns with the UDL framework when lessons provide multimodal representation and various pathways for action, expression, and engagement. CAST’s checkpoints for UDL will be woven throughout, as well as active learning and UDL’s intersection with the Online Community of Inquiry Framework (i.e., social, cognitive, and teaching presences). For active learning, students need the following in a UDL environment:
- Preparation for learning events,
- Situated learning environments for near transfer,
- Planned multimodal interactions that are cognitively challenging,
- Alternative and formative assessments,
- Cognitive strategies to build comprehension and increase retention,
- Feedback loops, and
- Metacognitive strategies to monitor their learning.