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@ Sheraton Denver Downtown, Denver, CO

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Missed the 11th Annual Blended Learning Conference and Workshop? No problem – you can still gain access to over 40 recorded presentations to view at your convenience for one full year. Get your virtual package here.

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Are you going to #blend14?

New for 2014! Technology Test Kitchen - BYOD to learn, explore, and share knowledge within this lab environment

Technology Test Kitchen


Full Program Now Posted

Blended Effective Practice Award Winners Announced

Best-in-Track Award Winners Announced - Read the Press Release

Mark Milliron, Civitas Learning, to deliver Keynote Address

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Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Universal Design For Instruction: Tools, Strategies, and Pedagogical Practices for Blended Classrooms

Manju Banerjee (Landmark College, USA)
Ibrahim Dahlstrom-Hakki (Landmark College, USA)
Session Information
July 9, 2014 - 11:20am
Faculty Development & Student Support
Areas of Special Interest: 
None of the above
Major Emphasis of Presentation: 
Best Practices
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Featured Session
Plaza Ballroom E
Session Duration: 
50 Minutes
Information Session 6
Virtual Session

Blended learning has emerged as a model of effective teaching for students, outperforming both traditional and fully online approaches. However, blended classrooms are not always accessible to all students because of design shortcoming that do not address the diversity of student learning needs. While there have been significant strides in improving physical access to online and face-to-face content, tools and strategies that support cognitive access and communication access are not commonly used. This session will provide an overview of e-Tools and pedagogical practices grounded in Universal Design for Instruction that can be used to support all students in the blended classroom.

Lead Presenter
Manju Banerjee Manju Banerjee, Ph.D., is Vice President and Director of Landmark College Institute for Research and Training (LCIRT) and Associate Professor at Landmark College. Dr. Banerjee has over 28 years of experience in the field of learning disabilities, AD/HD, and postsecondary education, and is a certified diagnostician and teacher-consultant on learning disabilities. She has published and presented extensively, both nationally and internationally, on topics such as Universal Design for Instruction, disability documentation and accommodations, technological competencies for postsecondary transition and online learning. She was Co-PI of $1.03 million U.S. Dept. of Education demonstration project grant (#P333A080053) on “UDI Online: Applying Universal Design for Instruction to Online and Blended Courses” awarded in 2008 and completed in 2012. She currently teaches a graduate level online course on Universal Design: Principles and Practice. She is an editorial board member of the Journal of Postsecondary Education Disability, Professional Advisory Board member to the Learning Disability Association of America, and a consultant to Educational Testing Service. She received her doctoral degree from the Neag School of Education, University of Connecticut, on the application of Universal Design to assessment practices.
Ibrahim Dahlstrom-Hakki Dr. Dahlstrom-Hakki is a Research and Education Specialist with the Landmark College Institute for Research & Training and an Associate Professor at Landmark College. He earned his Ph.D. in Cognitive Psychology from the University of Massachusetts Amherst. His research is focused on investigating pedagogical approaches and technologies for the delivery of STEM content to students with learning disabilities. He is PI of an NSF Research in Disabilities Education Grant HRD-1128948 entitled "Investigating the Effectiveness of TinkerPlots in Helping Students with Learning Disabilities Understand Statistical Concepts." This grant focuses on using new pedagogical practices enabled by technology to improve introductory statistics for students with LD at the postsecondary level.