Exploring the Intersection Between P-aut and Universal Design for Learning (UDL)

As moving images evolve, so do the ways they are created, consumed, and interacted with. P-aut reflects the contemporary landscape of collaborative media creativity, where authorship is no longer individualistic but collectively shaped by contributors, audiences, and digital communities. Similarly, Universal Design for Learning advocates for inclusive practices that accommodate the diverse needs of learners. While originating from different fields, P-aut and UDL share key principles of accessibility, adaptability, and participatory engagement, offering fertile ground for comparison. Here are five suggestions for ways in which the concepts of P-aut and UDL might find common purpose, highlighting their mutual emphasis on co-creation, flexibility, and inclusivity.

1. Co-Creation and Participation

Both P-aut and UDL prioritise active participation in the creation process. P-aut contribute to the evolution and revolution of media, just as UDL encourages learners to engage actively with content through multiple means of representation, action, and expression. In both frameworks, the boundaries between creator and audience or teacher and learner become fluid, promoting collaborative authorship.

2. Personalisation and Adaptability

UDL’s focus on flexible learning environments catering to individual needs mirrors the adaptability in P-aut. Just as UDL ensures that learning materials are accessible and customisable, P-aut allows for the reinterpretation of media through remixing, editing, and user-generated content, enabling a personalised experience. Both challenge the one-size-fits-all model, advocating for diversity in access and expression.

3. Multiple Perspectives and Inclusivity

P-aut emphasises the value of different contributors adding their interpretations to media, enriching the final product with diverse viewpoints. Similarly, UDL is rooted in inclusivity, ensuring that educational materials are accessible to all, regardless of ability. Both approaches recognise that a diversity of perspectives—whether in media creation or learning environments—leads to richer, more dynamic outcomes.

4. Iterative Process

Both P-aut and UDL involve iterative processes of creation and learning. P-aut acknowledges that media is constantly evolving as new participants reinterpret and reshape it. UDL similarly emphasises formative assessment, where learning is seen as an ongoing, adaptable process that is continually refined to meet the needs of learners.

5. Breaking Down Hierarchies

P-aut blurs the distinction between professional creators and audiences, acknowledging that all participants contribute to authorship. In the same vein, UDL challenges traditional educational hierarchies by giving learners the tools to access content in ways that work best for them. Both frameworks champion decentralised, democratic participation, removing barriers that separate ‘author’ from ‘audience’ or ‘teacher’ from the ‘student.

Conclusion:

At the heart of both P-aut and UDL is a shared commitment to inclusivity, adaptability, and collaboration. By recognising the importance of multiple contributors in shaping media and learning experiences, these frameworks create spaces where creativity and engagement thrive. The alignment of P-aut with UDL demonstrates how the principles of collective authorship can extend beyond media studies, influencing educational practices and other collaborative environments. As these two concepts evolve, they continue to offer new possibilities for inclusive, flexible, and dynamic forms of participation in both media and education.

References

Ahead, Universal Design for Learning, https://www.ahead.ie/udl

Barnaby Taylor, ‘C=A⊕P-aut: Towards a New Understanding of Contemporary Moving Image Authorship’, LinkedIn, October 19, 2024