Small experiential learning examples
These EL activities incorporate UDL principles and can be done in most courses.
Lesson 4: UDL in experiential learning
Experiential learning (EL) is often described as hands-on learning or learning by doing. As the UCalgary Experiential Learning Plan (2020) outlines the growing priority of integrating EL within teaching and learning practice, there is an increasing need to consider accessibility and inclusion within these experiences to ensure all students thrive in EL and work-integrated learning.
The nature of EL is inherently unpredicatable and may feel risky to students, particularly those from equity-deserving groups, including those who identify as neurodivergent, international students and first-generation post-secondary students. Helping students to anticipate the unpredictable nature of EL while allowing the experience to unfold is where the magic of EL happens. UDL provides an excellent framework to mitigate risk, provide options for flexibility and adaption, and help students feel secure in trying something new.
Lesson checklist
- Identify EL activities within your course or complete the Foundations of EL Learning Module to prepare a new experience in your course
- Consider what UDL principles you can apply to the activity
- Reflect on changes you can make now and ones you can incorporate in future courses
“The university needs to provide flexible support for all students. Flexibility is not a perk that only falls under the category of inclusivity. In order for flexibility to be accepted it must be universalized, it must be commonplace. I should not have to ask for flexible arrangements based on my specific case; it should be a best practice.”
Student
Equitable Pathways for Experiential Learning
UDL best practices in experiential learning
Within each EL activity you provide, consider how the principles of UDL connect to student experience. EL can seem vague and confusing. Making clear and explicit connections to the experience and the learning objective can help students focus on the task instead of on extraneous circumstances.
Some general UDL practices to consider in planning an EL activity
- Student agency and choice
- Demonstrate how EL contributes to career preparation or readiness (Multiple Means of Representation: Building Knowledge)
- Provide clear, plain-language descriptions of activites and expectations (Multiple Means of Representation: Language & Symbols)
- Provide directions or descriptions in various formats. For example, if the experience is based on a visual display, provide a written synopsis of the main visual components (Multiple Means of Representation: Perception)
- Have students reflect on what the experience might be like prior to a new or novel EL experience (Multiple Means of Action & Expression: Strategy Development)
Field trip
Organize field trips to various locations that support the learning in your class in an active way. Field trips get students out of their regular learning environment and help them see their topic in action.
UDL practices to increase accessibility
- Provide photos, videos or other materials to help students walk through the experience in advance of the trip (Multiple Means of Engagement: Welcoming Interests & Identities)
- Consider in advance if there are any physical or sensory accessibility barriers. These may include building access issues, lots of walking or stairs, strong smells, loud noises or crowded spaces. Provide or encourage students to bring earplugs, sunglasses or other sensory tools that allow them to customize their engagement with the environment (Multiple Means of Representation: Perception)
Classroom debate and discussions
Arrange debates or panel discussions where students discuss controversial or challenging topics related to their EL experiences.
UDL practices to increase accessibility
- Record an example debate and show in class (Multiple Means of Representation: Language & Symbols)
- Allow students to select a topic that has meaning to them or helps them make connections between class material and their experiences (Multiple Means of Engagement: Welcoming Interests & Identities)
- Break down the task in advance and allow opportunities to practise and role play in advance of a full-class debate (Multiple Means of Action & Expression: Interaction)
- Allow students to pre-record introductory remarks, allowing a student to focus on the other side’s comments (Multiple Means of Action & Expression: Expression & Communication)
- Allow multiple means of interaction and presentation of information in various formats (written, verbal, partner sharing if available). Provide additional time, and paper or a computer to write notes
Guest speakers
Invite someone from the community into your class to share their expertise, experiences and insights about a particular topic.
UDL practices to increase accessibility
- Require speakers to enable live closed captioning on PowerPoint slides, which helps students with auditory challenges as well as neurodivergent students who may need to turn down the volume or who may process information better in written format
- For hybrid/online courses, include accessible course content principles to increase the accessibility of content
Digital storytelling
Have students create digital stories using multimedia elements (images, audio or video) to narrate their experiential learning journeys.
UDL practices to increase accessibility
- Consider providing multiple options for reflection and assessment of the EL activity (Multiple Means of Expression & Action: Expression & Communication):
- Video diary
- Visual display of learning (infographic, graphical representation, photo diary)
- Provide examples of, access to and training for technology that can be used to make multimedia presentations
- Consider authentic assessment requirements and rubrics for multiple types of assessment strategies (Multiple Means of Expression & Action: Strategy Development)
Labs
UDL practices to increase accessibility
- Provide onboarding instructions in a variety of formats and include pictures when possible to help students orient themselves prior to the first lab experience (Multiple Means of Engagement: Welcome Interests & Identities)
- Provide a lab partner/mentor who has been through the experience before to answer questions, create a sense of belonging and community, and support students through a new experience (Multiple Means of Engagment: Sustaining Effort & Persistence)
- Allow for sensory modification where possible. This might include dimming lights, allowing for sunglasses, flexible work hours, etc., within the limits of health and safety regualtions for the specific laboratory (Multiple Means of Action & Expression: Interaction)
“I did not understand what experiential learning entailed, therefore I didn’t know what skills I needed to put on the application. I also did not know what the application process was like – I only knew that I had to reach out to professors, but that is intimidating, especially for first- and second-year students.”
Student
Equitable Pathways for Experiential Learning
Activity
Complete the Foundations of EL Learning Module to prepare a new experience in your course. You may want to download the workbook to keep track of your progress.
Reflection
- Consider an EL activity within your course. What is one change you can make this semester to increase the accessibility of the activity?
- What are longer-term changes that you can plan for now for future iterations of the course?
References
CAST (2025). The UDL guidelines. http://udlguidelines.cast.org
Pletnyova, G., & Yu, L. (2023). Creating accessible course content. Taylor Institute for Teaching and Learning, University of Calgary. https://taylorinstitute.ucalgary.ca/resources/accessible-course-content
Stowe, L., O’Connell, J., Chew, S., Braun, R., & Kaipainen, E. (2022). Equitable pathways to experiential learning. Taylor Institute for Teaching and Learning, University of Calgary. https://www.ucalgary.ca/sites/default/files/teams/435/EquitablePathwaystoEL_December2022.pdf
Taylor Institute for Teaching and Learning. (n.d.). Revisioning the UCalgary Experiential Learning Framework (Unpublished report). University of Calgary.
University of Calgary. (2020). Experiential learning plan 2020–2025. https://www.ucalgary.ca/provost/sites/default/files/teams/2/2020-25-UCalgary-Experiential-Learning-Plan-Digital.pdf
University of Calgary. (2024). Foundations of Experiential Learning (Learning module). https://taylorinstitute.ucalgary.ca/resources/module/foundations-experiential-learning
More lessons
Lesson 1: Introduction to UDL
Lesson 2: UDL and modality
Lesson 3: UDL and mental well-being
Lesson 4: UDL and experiential learning
Lesson 5: UDL and neurodiversity
