UDL Conversations: GenAI and UDL
Explore how generative AI introduces new challenges and opportunities for reducing barriers, supporting learner variability, and designing equitable learning environments:
Design for access, inclusion, and belonging
Use reflection and transparency to strengthen engagement
Design assessments for learner variability and meaningful learning
Explore how AI can reduce and introduce learning barriers
AI and UDL as Challenge and Opportunity
Exploring how AI can both reduce and introduce learning barriers through the lens of Universal Design for Learning.
Will Heikoop
Coordinator, Digital Learning Innovation, Information Technology Services, St. George
Watch UDL Conversations with Will Heikoop highlight video (10:44). Download the UDL Conversations with Will Heikoop slide deck (.pptx) for future reference.
What did we talk about?
- AI can both reduce and introduce barriers to learning when viewed through a UDL lens.
- AI reduces barriers by:
- Supporting representation by summarizing or translating dense academic material into more accessible formats.
- Supporting action and expression by helping students brainstorm, scaffold communication, or generate multimodal outputs.
- AI introduces barriers by:
- Undermining engagement when over-reliance on AI diminishes authentic learning, ownership, and self-efficacy.
- Exacerbating equity gaps through unequal access to tools and varied levels of digital literacy.
- Instructors and staff can design transparently and critically so AI use aligns with learning outcomes, not shortcuts.
Strategies to Try
- Consider the following three questions when integrating AI into teaching or assignments:
- What barrier am I reducing?
- What new barrier might I be introducing?
- How can I design around these tensions?
- Encourage students to fact-check AI outputs and engage critically rather than rely on them automatically.
- Pair any AI-related work with guidance that supports digital literacy and equitable participation.
Resources
- GenAI Literacy Course Modules
- CAST UDL Guidelines 3.0
- Universal Design for Learning and Artificial Intelligence in the Digital Era: Fostering Inclusion and Autonomous Learning
- Using AI to Enhance Universal Design for Learning
- AI for Student Engagement: A Global Review of Emerging Strategies by Digital Education Council
Assessment Design in the GenAI Era
Designing assessments that balance flexibility, motivation, and clear GenAI guidance.
Cheryl Lepard
Educational Developer, Universal Design for Learning, Centre for Teaching and Learning, UTSC
Watch UDL Conversations with Cheryl Lepard highlight video (14:50). Download the UDL Conversations with Cherl Lepard slide deck (.pptx) for future reference.
What did we talk about?
- UDL and assessment in the age of GenAI: As generative AI tools become more common in teaching and learning, educators are rethinking assessment design—sometimes reverting to rigid formats (e.g., in-class, timed, written). These formats can unintentionally reintroduce barriers for students, especially those with disabilities.
- Student motivation and UDL: Task motivation is shaped by factors like perceived value, enjoyment, difficulty, and emotional state. UDL helps address these by embedding choice, relevance, and flexibility into assessments—supporting more authentic student engagement.
Strategies to Try
- Motivate through relevance: Invite students to connect assessments to their lived experiences, identities, and interests.
- Offer choice: Let students select from assignment topics or formats (e.g., paper, video, podcast, journal, debate).
- Clarify GenAI expectations: Give students the option to use or avoid GenAI. Focus on building critical thinking and reflection, regardless of the tool.
Resources
U Design Learning | Teaching with Universal Design for Learning at U of T