Inclusive Learning Design in Higher Education

<p>How can you design more inclusive learning experiences and environments? How can you overcome some of the challenges of designing and implementing more inclusive learning?</p><p>You will find the answers to these questions and much more in this dynamic new text. Asserting that good teaching is inclusive teaching, it demonstrates how university modules and courses can be designed so that each student, regardless of their complex diversity, is valued equally.</p><p>Drawing from the contributions of over 80 experts and colleagues alongside her own extensive experience, Rossi explores how to embed inclusivity at the point of course design and how to set up, run, assess and evaluate inclusive learning environments and experiences. Following a unique ‘roots to shoots’ journey through an inclusive learning design tree, chapters focus on five dimensions:</p><ul> <li>Values</li> <li>Context</li> <li>Content</li> <li>Assessment</li> <li>Evaluation</li> </ul><p>An accessible and practical guide for higher education course design, this book is a must read for higher education educators looking to be more inclusive in the way they design and offer learning experiences.</p><p>For further reading, please visit inclusivelearningdesign.com where you’ll find extended contributor bios, more case studies, key concepts and background, an 'inclusive learning design' checklist and glossary.</p> <p><em>About me </em></p><p><em>Contributors </em></p><p><em>Preface </em></p><p><em>Acknowledgements</em> </p><p><em>Structure and organisation of the book</em> </p><p><strong>SECTION 1: Learning Values – The roots </strong></p><p>Roots to shoots approach</p><p>The roots</p><p>The ‘I’ root: Intentionally Equitable </p><p>The ‘N’ root: Nurturing </p><p>The ‘C’ root: Co-created </p><p>The ‘L’ root: Liberating </p><p>The ‘U’ root: User-friendly </p><p>The ‘S’ root: Socially Responsible </p><p>The ’I’ root: Integrative </p><p>The ’V’ root: Values-based </p><p>The ‘E’ root: Ecological </p><p>Co-creation </p><p>Where are you at now? </p><p><strong>SECTION 2: Learning Context - Set up and Engagement </strong></p><p>Chapter 1 – Ready? Setting up the physical and digital space </p><p>The physical learning spaces </p><p>The blended learning spaces </p><p>The digital learning spaces </p><p>The mobile learning spaces </p><p>Chapter 2 – Steady? Needs analysis and orientation </p><p>Needs analysis </p><p>Orientation </p><p>Chapter 3 - Go! Building community and fostering a support culture </p><p>Students’ well-being </p><p>Starting the course </p><p><strong>SECTION 3: Learning Content - Input and practice </strong></p><p>Chapter 4 Using Learning Thresholds </p><p>Learning outcomes </p><p>Threshold concepts </p><p>Learning thresholds </p><p>Big ideas </p><p>Putting it all together </p><p>Chapter 5 Flipped and self-directed </p><p>Flipped </p><p>Self-directed </p><p>Chapter 6 Diversified, relevant and creative </p><p>Diversified </p><p>Relevant </p><p>Creative </p><p><strong>SECTION 4 - Learning Assessment – Output and feedback </strong></p><p>Chapter 7 Choice, voice and authentic </p><p>Choice </p><p>Voice </p><p>Authentic </p><p>Chapter 8 Reflective and formative </p><p>Reflective and formative assessment </p><p>Reflective and formative feedback </p><p>Chapter 9 Self and peer assessment and feedback </p><p><strong>SECTION 5 – Learning Evaluation </strong></p><p>Chapter 10 Lesson evaluation </p><p>Chapter 11 Course evaluation </p><p><em>Conclusion</em> </p><p><em>Index</em> </p>