The feedback that you give your learners can mean the difference between disillusionment and renewed commitment. In this episode of the UDL Guidelines podcast, you'll discover the power of action-oriented feedback. We'll consider practical strategies across three key areas: writing future-oriented commentary that emphasizes process rather than person; creating course structures that position feedback between assignments rather than just at the end; and explicitly teaching your learners how to understand and act on feedback they receive. Whether you're looking to improve the quality of your gradebook comments or help students develop the feedback literacy they'll need in their careers, this episode offers actionable approaches that you can use to implement Universal Design for Learning in your own learning community.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

UDL Tips

"Action-Oriented Feedback: Strategies That Work"

Resources

Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom assessment techniques: Formative feedback tools for college and university teachers. John Wiley & Sons.

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354

CAST. (2024). Offer action-oriented feedback. Universal Design for Learning Guidelines Version 3.0. https://udlguidelines.cast.org/engagement/effort-persistence/feedback

Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E., & Mahoney, P. (2019). The usefulness of feedback. Active Learning in Higher Education, 22(3), 229-243. https://doi.org/10.1177/1469787419872393

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, Article 3087. https://doi.org/10.3389/fpsyg.2019.03087

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing

What if the secret to boosting student motivation was giving them a say in how they learn? In this episode of the UDL Guidelines podcast, we'll consider the power of choice and autonomy in teaching and learning. You'll discover practical ways to implement choice in your courses or trainings by offering content selections, assessment options, process choices, and varied learning resources. Whether you're redesigning assessments or looking to increase engagement, this episode offers straightforward strategies for creating a more inclusive learning experience.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

UDL Tips

"The Power of Choice in Teaching and Learning"

Resources

Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/

Brooks, C. F., & Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23(1), 48-59.

CAST. (2024). Optimize individual choice and autonomy. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/engagement/interests-identities/choice-autonomy

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.

George, M. J., & Thompson, J. E. (2024). Giving choice in assignments. In C. Harrington (Ed.), Creating culturally affirming and meaningful assignments (pp. 87-100). Routledge.

Liu, W. C., Wang, C. K. J., Kee, Y. H., Koh, C., Lim, B. S. C., & Chua, L. (2014). College students' motivation and learning strategies profiles and academic achievement: A self-determination theory approach. Educational Psychology, 34(3), 338-353.
https://doi.org/10.1080/01443410.2013.785067

Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896-915. https://doi.org/10.1037/a0019545

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing

What transforms vague intentions into powerful learning goals? In this episode of the UDL Guidelines podcast, we'll examine the practice of setting meaningful goals that are both challenging and actionable. We'll discuss why traditional assumptions about student goal-setting fall short and examine research showing that students who set specific, challenging goals significantly outperform those simply told to "do their best." Whether you're looking to build students' self-regulation skills or help them to connect course content with career aspirations, this episode offers actionable approaches for teaching goal-setting as a lifelong skill.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

UDL Tips

"Facilitating Student Goal Setting: Strategies That Work"

Resources

Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/

CAST. (2024). Set meaningful goals. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/action-expression/strategy-development/set-meaningful-goals

Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50(2), 212-247.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.

Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing