Designing Materials

Materials are the content, formats, and tools that learners interact with as they engage in learning. Thoughtful choices in materials can reduce barriers, improve access, and support diverse ways of knowing and doing. For an introduction to the three dimensions of course design—methods, materials, and environments—visit the UDL Course Design page.

Strategy Library: Designing Materials

This strategy library focuses on designing materials, with many ideas also connecting to methods and environments. Each strategy links to the UDL Guidelines 3.0, grounding the library in the international framework while highlighting small, practical changes you can apply right away.

Many materials span more than one category. For example, a slide deck can be both content and format, while a rubric can serve as both content and tool. These overlaps are expected—what matters is considering barriers from all three perspectives.

Content

The ideas and information learners read, watch, listen to, or work with, including text, visuals, data, and examples

Formats

The ways content is packaged and presented, such as print handouts, PDFs, slides, videos, diagrams, captions, or transcripts

Tools

The platforms and technologies learners use to engage with materials, including Quercus, apps, lab and studio equipment, and assistive technologies

Content

Content includes the ideas and information learners engage with, such as text, visuals, data, media, and examples. This may include:

Textbooks, articles, or readings
Problem sets, case studies, or lab manuals
Worksheets or guided notes
Slide decks, videos, podcasts, or infographics

Here are some ways you might begin to design more inclusive content:

Representation and Perspectives

Include content that reflects diverse voices, identities, and authentic examples.

Select readings or media that represent a diversity of perspectives and lived experiences. (1.3, 2.4, 7.2, 7.4)
Use case studies, problem sets, or examples that connect to multiple contexts or communities. (3.3, 7.2)
Invite learners to contribute examples, cases, or sources that reflect their own interests and backgrounds. (7.1, 7.2)
Provide optional opportunities for learners to connect course content to their lived experiences using prompts or reflective formats that ensure comfort and choice. (7.2, 7.4, 9.3)
Where possible, provide options for exploring the same concept through different cultural, disciplinary, or methodological lenses. (2.5, 3.3)
Label optional or supplementary resources by theme or interest area to promote learner choice. (7.1, 7.2, 8.4)
Acknowledge and address biases in the materials you select (e.g., limited representation, outdated language, exclusionary assumptions). (2.4, 6.5, 7.4)
Periodically review and update course readings or examples to ensure they remain current and relevant. (3.4, 7.2, 8.1)

Clarity and Structure

Organize content so it is understandable, consistent, and easier to follow.

Provide short introductions or guiding questions before readings or videos to help learners focus on key ideas. (3.1, 3.2, 6.1)
Break longer texts or resources into manageable sections, highlighting key terms or concepts. (3.2, 6.3)
Use consistent labels, numbering, or headings when presenting content across different weeks or modules. (3.3, 6.3)
Clearly identify which materials are required and which are optional, explaining how each supports learning goals to help students manage workload. (6.1, 6.3, 8.1)
Provide glossaries or quick-reference sheets for discipline-specific vocabulary or symbols. (2.1, 2.2)
Summarize main points at the end of readings, lectures, or media to support memory and comprehension. (3.4, 6.4, 8.5)
Use visual organizers (e.g., concept maps or timelines) to highlight relationships among ideas. (3.2, 6.3)

Accessibility and Alternatives

Provide options so content can be accessed and perceived in multiple ways.

Choose or create PDFs, slides, and readings that are screen-reader accessible. (1.1, 4.2)
Provide captions and transcripts for videos, podcasts, and recorded lectures. (1.2, 2.5, 5.1)
Use alt text for images, charts, and infographics in readings or slides. (1.2, 2.1, 2.5)
Offer lower-bandwidth or print-friendly versions of longer or high-demand materials (e.g., a PDF version of slides, an audio-only version of a long video). (1.2, 2.5)
When appropriate, provide multiple media options for the same concept (e.g., an animation, a text explanation, and a diagram) to enhance comprehension. (2.5, 3.3)

Relevance and Connection

Link content to learners’ goals, experiences, and real-world contexts.

Introduce content with a short note on why it matters or how it connects to the course learning outcomes. (8.1, 7.2)
Use examples or applications that connect to current events, professional contexts, or lived experiences. (3.4, 7.2)
Provide optional “dig deeper” resources for learners who want to connect ideas across disciplines or explore further. (3.4, 7.1)
Encourage learners to relate content to their own interests, experiences, or career paths (e.g., short reflection prompts). (7.1, 9.1, 9.3)
Highlight how the same concept or problem can be approached in different fields or cultural contexts. (3.3, 7.2)

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Formats

Formats are the ways content is packaged and presented for learners. This may include:

Print or digital worksheets and readings
PDFs, Word files, or webpages
Captions, transcripts, or alt text
Slide layouts, charts, or other visualizations

Here are some ways you might begin to design more inclusive formats:

Accessibility and Readability

Ensure materials are presented in ways that all learners can perceive and navigate.

Use built-in heading styles in Word and Quercus Pages to support screen readers and structured navigation. (1.1, 4.2)
Provide captions or transcripts for videos and audio files. (1.2, 2.5, 5.1)
Add alt text to images, charts, and graphics in slides, documents, and webpages. (1.2, 2.1, 2.5)
Check contrast and font readability in slides and documents; aim for high contrast and clear, readable fonts. (1.1, 1.2, 7.4)
When materials rely heavily on images (e.g., art, maps, or medical scans), provide descriptive context or supporting explanations so meaning is not lost. (1.2, 2.5)
Offer learners control over text display (e.g., font size, spacing, background colour). (1.1)

Consistency and Navigation

Organize formats so learners can predict, locate, and use materials more easily.

Establish a predictable structure for Quercus Modules and Pages, using repeated layouts and clear labels. (6.2, 6.3)
Apply numbering or icons across documents and slides to signal sequence or importance. (3.2, 6.3)
Hide unused Quercus navigation links to reduce clutter. (6.3)
Provide a brief “how to navigate this resource” note at the start of complex documents. (6.2, 6.3)
Use consistent file formats and naming conventions so learners can recognize and retrieve materials quickly. (6.3)

Multimodal Options

Not every material needs to be multimodal, but a few strategic choices can reduce barriers. When appropriate, offer materials in more than one format so learners can engage through different modes.

Share lecture slides as PDFs alongside recordings so learners can review in text or visual form. (1.2, 2.5)
Pair diagrams or visualizations with written explanations, captions, or audio descriptions. (1.2, 2.5, 3.3)
Reinforce key instructions in both written and verbal formats (e.g., announce deadlines in class and post them in Quercus). (5.1, 6.2)
Provide options for engaging with some concepts across media—for example, a podcast episode plus a short article on the same topic. (2.5, 3.3)
Use the Library Reading List or Quercus Modules to organize materials in different modes in one central place. (3.3, 6.3)
Offer print-friendly or text-based versions of essential resources when digital formats are not practical for all learners. (1.2, 2.5)
Clarify connections between different formats (e.g., how a diagram complements a reading). (2.5, 3.2)

Clarity and Cognitive Load

Reduce unnecessary complexity in materials to support focus and comprehension.

Use clear, direct language in instructions, while also introducing discipline-specific terminology that learners are expected to develop. (2.1, 2.2)
Clearly indicate core and optional materials in slides or course pages so learners can plan and prioritize effectively. (6.1, 6.3, 8.1)
Design slide layouts with consistent spacing and visual hierarchy to avoid clutter and support readability. (1.2, 7.4)
Minimize unnecessary decorative elements or formatting that distract from core content. (6.4, 7.4)
Break complex documents into shorter sections with clear headings. (3.2, 6.3)
Highlight or bold key terms and concepts rather than relying on colour alone. (1.2, 3.2)
When appropriate, provide summaries or key takeaways at the end of a document, slide deck, or recording to reinforce learning outcomes. (3.4, 6.4)
Use Microsoft Accessibility Checker or Quercus Accessibility Checker to identify and fix common accessibility issues. (4.2, 6.2)

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Tools

Tools are the platforms and technologies learners use to access, create, or interact with materials. This may include:

Quercus modules and pages, assignments, or discussion boards
Microsoft 365 apps, collaborative documents, or interactive platforms
Lab and studio equipment, props, or physical teaching aids
Assistive technologies (e.g., screen readers, braille displays) and accessible technologies (e.g., Immersive Reader, auto-captioning)

Here are some ways you might begin to design more inclusive tools:

Access and Usability

Choose tools that are easy to access, navigate, and learn.

Provide clear instructions for how to use course tools (e.g., how to post in Quercus Discussions or submit in Assignments). (6.2, 6.3)
Link directly to tool guides or quick-start resources, such as the Canvas Student Guide or CTSI’s Student Support page. (6.2, 6.3)
Use Quercus Modules and Pages to centralize links so learners don’t have to search across platforms. (6.3)
Offer practice opportunities with low-stakes tasks (e.g., a “practice quiz” in Quercus or a trial file upload). (5.3, 6.2, 9.2)
Be mindful of bandwidth and device limitations; when possible, recommend tools that also work on mobile devices or offline. (1.2, 4.2, 7.4)
Where feasible, check how tools appear across different devices (desktop, tablet, mobile) to ensure navigation remains consistent. (1.1, 4.2)

Collaboration and Interaction

Use tools that support communication, teamwork, and shared problem-solving.

Begin with short, low-stakes activities (e.g., improv games, paired reflections) to build trust and community for later collaboration. (8.3, 8.4, 9.2)
Enable group work through Quercus Groups or Microsoft 365 tools. (8.3, 8.4)
Use Hypothesis or Quercus Discussions to support shared annotation and dialogue around texts. (5.1, 5.2)
Offer multiple ways for learners to contribute in both in-person and online spaces (e.g., speaking, polls, collaborative docs, or chat). (5.1, 5.2, 7.1)
Encourage collaborative note-taking with shared documents in Microsoft 365. (6.3, 8.3)
When materials are offered in multiple formats (e.g., read, watch, listen), group students to share insights across modes to deepen collective understanding. (3.3, 5.1, 8.3)
Use iClicker or Microsoft Forms for live polls that allow collective input during class. (5.1, 8.3)
For hands-on settings (labs, studios), use physical tools (e.g., shared lab notebooks or group whiteboards) to support collective work. (8.3, 8.4)

Accessibility and Assistive Technologies

Select tools with built-in accessibility features and ensure compatibility with assistive technologies.

Leverage U of T’s Academic Toolbox, which includes tools compatible with screen readers, text-to-speech, and voice input. (1.1, 4.2)
Enable automatic captioning in Zoom, Microsoft Teams, or PowerPoint during live sessions. (1.2, 5.1)
Encourage use of built-in accessibility tools (e.g., Read Aloud in Microsoft Word or Read Out Loud in PDF). (1.1, 1.2, 4.2)
Invite students to engage with accessibility practices by using Microsoft Accessibility Checker to review documents they prepare for submission or share in group work. (4.2, 6.2)
When a tool is not fully accessible, provide an alternative way of engaging with the activity (e.g., a text description of a virtual simulation). (1.2, 2.5)
Co-design accessibility practices with learners, inviting feedback and adjustments. (6.5, 9.4)

Flexibility and Choice

Offer tool options so learners can engage in ways that best support their goals and contexts.

Where activities involve video or media, share different ways learners can create their contribution (e.g., recording with a phone, using Teams or Zoom, or editing in Clipchamp). (5.2, 7.1)
Allow flexibility within a tool by offering different pathways for participation (e.g., in Quercus Discussions, learners can post a short written response, upload a media file, or reply to peers). (5.2, 8.3)
Use tools that allow different forms of expression, such as multimedia submissions in Quercus Assignments. (5.2, 5.4)
Offer optional practice with different tools so learners can discover what works best for them. (5.3, 6.2)
Be transparent about why a tool is required and when alternatives are possible, giving learners agency in how they participate. (7.1, 8.1)

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Try One Thing

UDL doesn’t mean redesigning everything at once. Start small: pick one strategy from the lists above and try it out in your teaching or staff-facing context. Even a single simplification, added option, or reduced barrier can have meaningful impact.

Need support? CTSI offers consultations to help you adapt strategies for your context. Reach out to us to start a conversation.

U Design Learning | Teaching with Universal Design for Learning at U of T