Adaptive Learning Pedagogy in UDL and Multi-Modal Training

Abstract

Verbatim from Embry-Riddle Scholarly Commons. Not paraphrased, not summarized.

Currently, most learning methods are based on classroom teaching through unidirectional communication using boards or slides. However, the Universal Design for Learning (UDL) asserts that the students can increase their performance if the instructors can provide the students with diversified information representation, expression, and engagement means. Although UDL minimizes the mismatch between the teaching and learning styles, we lack the detailed methods to implement the UDL and its associated multi-modal training methods in the context of air traffic control candidates and/or technical operators. We propose an approach that adapts the Index of Learning Styles (ILS) based on four categories: perception, input, processing, and understanding. Tailored to air traffic control candidates, we show how the adapted ILS framework can be used to (1) map the UDL principles (associated with multi-modal training methods) with the ILS outcomes using specific examples, (2) assess the teaching and learning styles of instructors and students, and (3) provide possible approaches to address any mismatch and/or ways to enhance the teaching materials. The developed approach will be used as a framework to investigate whether and how we would be able to enhance the air traffic control candidates’ performances at the FAA academy.

Authors

• Kang, Ziho Embry-Riddle Aeronautical University
• Dragoo, Mattlyn R. Embry-Riddle Aeronautical University
• Shehab, Randa L. Embry-Riddle Aeronautical University
• Yuan, Han Embry-Riddle Aeronautical University
• Ding, Lei Embry-Riddle Aeronautical University
• West, Stephen G. Embry-Riddle Aeronautical University

Keywords

• UDL
• Universal Design for Learning
• ILS
• Index of Learning Styles
• ATC
• Air Traffic Control
• ATC Training
• Learning Styles
• Multi-Modal Training
• Aviation and Space Education
• Curriculum and Instruction
• Educational Assessment, Evaluation, and Research