The following table summarises the main ideas/prompts that the book offers in its five sections. It can be used as a ‘checklist’ not as a tick box exercise but as an aide-memoir.
It can also be a reflection and discussion prompt to: (1) design and (2) review and evaluate a module/course.
Phase
|
Item
|
Prompts
|
Notes
|
1
Values
Main
questions:
Which values
inform your (inclusive) design and practices?
|
Intentionally
Equitable
|
How can you
show your students intentionally equitable hospitality?
|
Opportunities
Challenges
Solutions
|
Nurturing
|
How can you
help your students ‘grow and glow’ in a more holistic way?
|
Opportunities
Challenges
Solutions
|
Co-created
|
How can
students become partners in your learning design? When?
|
Opportunities
Challenges
Solutions
|
Liberating
|
How can you practically start to diversify
your course input and aim for a civic curriculum?
|
Opportunities
Challenges
Solutions
|
User-friendly
|
How can Universal Design for Learning help
you remove barriers to engagement?
|
Opportunities
Challenges
Solutions
|
Socially
responsible
|
How can the
learning you design have social value?
|
Opportunities
Challenges
Solutions
|
Integrative
|
How can you
design learning which is bounded with research and connects with other
disciplines?
|
Opportunities
Challenges
Solutions
|
Values-based
|
How can you
support students identify and interrogate their drivers?
|
Opportunities
Challenges
Solutions
|
Ecological
|
How can your learning
design support the ‘Sustainable Development Goals’?
|
Opportunities
Challenges
Solutions
|
2
Context
Main question:
Which contextual factors inform your (inclusive) learning design and practices?
|
Setting up the physical and digital space
|
How can you leverage the affordances of
the physical and digital learning spaces at your disposal?
What will be the balance of synchronous vs
asynchronous (including mobile) learning?
|
Opportunities
Challenges
Solutions
|
Needs analysis and orientation
|
How can you find out who your students are
and what needs they have?
What ‘orientation’ can you set up to help
your students transition and settle in your course?
|
Opportunities
Challenges
Solutions
|
Building community and fostering a support
culture
|
How will students know that they matter?
Which community building activities can
you plan for the start of your course?
How can you foster a (peer) support
culture in your cohort(s)?
|
Opportunities
Challenges
Solutions
|
3
Content
Main question:
How can you provide input and practice in
a more inclusive way?
|
Using learning thresholds
|
What big ideas and thresholds (which
inform expected learning outcomes) will your students likely encounter on
your course?
How can you design (more) inclusive
learning/practice activities?
|
Opportunities
Challenges
Solutions
|
Flipped and self-directed
|
How can you maximise pre-lesson
asynchronous input?
What independent learning do you expect on
the course?
How can you support students’ autonomy on
your course?
|
Opportunities
Challenges
Solutions
|
Diversified, relevant and creative
|
How can your course input be more:
-diversified
-relevant
-creative?
|
Opportunities
Challenges
Solutions
|
4
Assessment
Main question:
How can you design more inclusive assessment outputs and feedback?
|
Choice, voice and authentic
|
How can you design more ‘authentic’
outputs which give students voice and choice?
What final output would support relevant
and authentic learning?
|
Opportunities
Challenges
Solutions
|
Reflective and formative
|
How can the assessment regime be more
formative?
How can you promote learning reflection
during and at the end of the course?
|
Opportunities
Challenges
Solutions
|
Self and peer assessment and feedback
|
What opportunities can you build in for
self and peer assessment?
When, how and by whom will participants
receive feedback on their learning?
|
Opportunities
Challenges
Solutions
|
5
Evaluation
How will you evaluate your efforts to
design more inclusive learning?
|
At lesson level
|
How and when will you evaluate the
effectiveness of your learning design and implementation?
How will you gather feedback from
participants?
|
Opportunities
Challenges
Solutions
|
At module /course level
|
How and when will you evaluate the
effectiveness of your learning design and implementation?
Which mechanism can you put in place to
check the quality of the student experience to inform future iterations of
the course?
|
Opportunities
Challenges
Solutions
|