Supporting inclusive learning resource design with Designing for Diverse Learners

Authors

DOI:

https://doi.org/10.47408/jldhe.vi26.924

Keywords:

accessibility, disability, inclusion, diversity, learning design, digital

Abstract

This brief communication introduces the regulatory and ethical requirements of accessible learning design, and the Designing for Diverse Learners project. This communication is a call to action, asking for educators to share, support and help develop the Designing for Diverse Learners guidance.

Author Biographies

Lee Fallin, University of Hull

Lee Fallin is a Lecturer in Education Studies at the University of Hull. His research focuses on the intersections between education and geography, inclusive of physical and digital spaces. His current research interests include learning spaces and communities, inclusive digital practice, research methodologies and geographies of place.

Ellie Davison, University of Lincoln

Ellie Davison is the Director of Teaching and Learning for the University of Lincoln Foundation Studies Centre and Director of Digital Engagement for the College of Science.

Gemma Spencer, University of Central Lancashire

Gemma Spencer is a Lecturer in Adult Nursing at the University of Central Lancashire with research interests in evidence-based practice, neurodiversity and facilitating creative and playful learning.

Thomas Tomlinson, University of Hull

Tom Tomlinson works as a teaching enhancement officer at the University of Hull. Tom supports staff to make the best use of technology for teaching and learning. He delivers digital literacy and curriculum enhancement workshops via online, face-to-face and blended modes. Tom has a background in design and explores the practical application of technology to enhance learning.

References

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Published

28-02-2023

How to Cite

Fallin, L. (2023) “Supporting inclusive learning resource design with Designing for Diverse Learners ”, Journal of Learning Development in Higher Education, (26). doi: 10.47408/jldhe.vi26.924.

Issue

No. 26 (2023): Special Edition, Equality, Diversity and Inclusion

Section

Brief Communications

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