Research
Universal Design for Learning
Adaptive Environments, (2006). History of universal design. http://www.adaptiveenvironments.org/index.php?option=Content&Itemid=26. Accessed July 17, 2007.
Bergstahler, S. (2001). Universal design of instruction. Retrieved Dec. 16, 2002, from http://www.washington.edu/doit/Brochures/Academics/Instruction.html.
Burgstahler, S. (in press). Preparing faculty to make their courses accessible to all students. Journal on Excellence in College Teaching.
CAST - R&D plan includes literacy, online learning, assessment, textbook design, accessibility, classroom practice, and education policy - http://www.cast.org/research/index.html
Chang, B.V., Tremblay, K.R., and Dunbar, B.H. (2000). An experimental approach to teaching universal design. Education, 121(1), 153-158.
CITEd Research Center - review of research on application of universal design to multimedia materials - http://www.cited.org/index.aspx?page_id=147#ref
Fletcher, V. (2002). Universal design, human-centered design for the 21st century. Adaptive Environments Center, Inc.
Mace, R., Hardie, G. & Plaice, K. (1991). Accessible environments: Towards universal design. pp.155-76 in Design Interventions Towards a More Humane Architecture, edited by WE Preiser, JC Visher and E.T. White, New York: Van Nostrant Reinhold.
Orkwis, R., & McLane, K. (1998). A Curriculum Every Student Can Use: Design Principles For Student Access. Reston, VA: Council for Exceptional Children. Retrieved November 5, 2002 from: http://www.cec.sped.org/osep/udesign.html.
Osborne, H. (2001). “In Other Words…Communication across a life
span…universal design in print and web-based communication. On Call
(January). Retrieved December, 2002, from the World Wide Web:
http://www.healthliteracy.com/oncalljan2001.html.
Vogel, S., Leyser, Y., Burgstahler, S., Sliger, S., & Zecker, S. (2006). Faculty knowledge and practices regarding students with disabilities. Journal of Postsecondary Education and Disability, 18(2), 109-123.
Welch, P. (1995). Strategies for Teaching Universal Design. Adaptive Environments Center and MIG Communications.
Multimodal Representations
Atkinson, R. C. & Shiffrin, R. M. (1971). The control of short-term memory. Scientific American, 225(2), 82-90.
Baddeley, A. D. (1986). Working memory. Oxford, England: Oxford University Press.
Baddeley, A. D. (1992). Working memory. Science, 255, 556-559.
Baddeley, A. D. (1999). Human memory. Boston: Allyn & Bacon.
Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
Clark, R. C., & Lyons, C. (In press). Graphics for learning: Evidence-based guidelines for planning, designing, and evaluating visuals in training materials. Jossey-Bass.
Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210.
Cowan, N. (1988). Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information-processing system. Psychological Bulletin, 104(2), 163-191.
Kalyuga, S., Chandler, P., & Sweller, P. (1998). Levels of expertise and instructional design. Human
Factors, 40, 1-17.
Lohr, L. (2003). Creating visuals for learning and performance: Lessons in visual literacy. Upper Saddle River, NJ: Prentice Hall.
Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
Mayer, R. E. (1999). Multimedia aids to problem solving transfer. International Journal of Educational Research, 31, 611-623.
Mayer, R. E. & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual coding hypothesis. Journal of Educational Psychology, 83, 484-490.
Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-43.
Moore, D. M., Burton, J. K., and Myers, R. J. (1996). Multiple-channel communication: The theoretical and research foundations of multimedia. In D. H. Jonassen, (Ed.), Handbook of research for educational communications and technology. New York: Simon & Schuster Macmillan.
Moreno, R. & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, England: Oxford University Press.
Rieber, L. (2005). Multimedia learning in games, simulations, and micro worlds. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 549-567). New York: Cambridge University Press.
Learning Goals and Objectives
Kaufman, R. (2000). Mega Planning: Practical Tools for Organizational Success. Thousand Oaks, CA. Sage Publications.
Mager, R. F. (1997). Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction. (3rd ed.). Atlanta: Center for Effective Performance.
Oakley-Browne, H. (2007? In press?). Write Smarter Objectives: How to Create High Impact Results. Oakley-Browne Associates, Ltd.
Barriers to Performance / Systems Design
Kaufman, R. (2000). Mega Planning: Practical Tools for Organizational Success. Thousand Oaks, CA. Sage Publications.
Rummler, G. A. (2004). Serious Performance Consulting: According to Rummler. Silver Spring, MD: International Society for Performance Improvement and the American Society for Training and Development.
Stolovitch, H., & Keeps, E. (Eds.). (1999). Handbook of human performance technology (2nd ed.). San Francisco : Jossey-Bass.
Villachica, S & Stone, D. (1999). Performance support systems. In Stolovich, H. and E. Keeps, Eds. Eds. Handbook for Human Performance Technology: Improving Individual and Organizational Performance Worldwide . pp.442-463. International Society for Performance Improvement: San Francisco .