At Novak Education, we have had the opportunity to design and refine online learning experiences for educators across the globe, and one thing has become incredibly clear: when online courses are intentionally designed using UDL, the impact is powerful.
The first time I took an online course, I was working on my master’s in teaching. It was 2002, and honestly, it was a hot mess. I struggled to navigate the course, couldn’t figure out where to go or what to do, and the instructor wasn’t responsive. After two weeks, I dropped it.
Fast forward 25 years.
Now, I see what’s possible. In my own work teaching a graduate course online at the University of Pennsylvania, I’ve experienced just how powerful online learning can be when it’s designed well. It has honestly been one of the most meaningful parts of my professional life. I get to connect with educators from all over the world, provide video feedback on their work, and model UDL while teaching UDL. There is something really magical about creating a space where educators feel seen, supported, and successful, even in a fully online environment.
What has become especially clear through this experience is that none of this happens by accident. One of the most important aspects of online course design is instructor presence. Learning is deeply human, and that has to come through in both the design and delivery of the course. Technology can support it, but it can’t replace it (move over, AI robots!).
And when instructor presence is strong, it pushes the design to be stronger. It forces clarity in goals and expectations, encourages the use of multiple pathways, and creates consistent opportunities for feedback and connection. In other words, it drives the kind of flexible, accessible design that UDL calls for. And this isn’t just my experience; it’s a pattern we’ve seen again and again across the courses we design and refine.
Instructor presence looks different depending on whether a course is self-directed or facilitated, but it should always be intentional. In a facilitated course, connection happens in real time through discussion, feedback, and interaction. In a self-directed course, learners may not interact directly with the instructor, but they should still feel supported, guided, and connected through the design.
Our combination of experience and evidence is what led us to create this tool: the UDL Online Course Design Flowchart. This tool is designed to help you reflect on your own course by asking a series of guiding questions aligned to key elements of UDL, including instructor presence, instructional clarity, scaffolding, flexibility, feedback, and learner agency. Rather than focusing on isolated strategies, the flowchart helps you examine how your entire course is designed to support all learners, whether it is self-directed or facilitated.
As always, this work is iterative. If you have ideas for how to make this tool more relevant, authentic, and meaningful in your context, we would love to learn from you. As my bestie George Couros always says, “The smartest person in the room… is the room.”
Looking to deepen your learning and strengthen your approach to UDL course design? Contact us to explore how we can support your team or check out our catalog of universally designed courses.