Making a Difference: Inclusive learning and teaching in higher education through open educational resources

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Making a Difference: Inclusive learning and teaching in higher education through open educational resources

Christine Hockings
P. Brett
M. Terentjevs

Abstract

Recently there has been growing concern about the ways in which professional values such as “acknowledging diversity and promoting equality of opportunity” (Higher Education Academy (HEA), 2006, p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational resource (OER) is addressing this concern by facilitating understanding of the concepts and principles underpinning these professional values. We outline a set of principles for inclusive practice and show how they underpin not only the content of this resource, but also its design, development, and embedding. We argue that while these principles were derived from research in face-to-face teaching, they are just as relevant and applicable to learning, teaching, and curriculum design in distance learning and virtual contexts. Finally, we outline three models for embedding the OER and propose a model for embedding inclusive practice through OER across HE.

Keywords

Inclusive pedagogy, Open education resources, Student diversity, Academic development, Professional values

Annotation

Hockings and her colleagues outline principles of inclusive pedagogy. Although previous research focused on face-to-face teaching, open educational resource (OER) also fosters inclusive distance learning. Three models of OER incorporation for inclusive practice are suggested in this study. Model 1 comprises postgraduate certificate in academic practice that recognizes inclusive pedagogy as professional value. As an evaluation for the certificate, teachers’ video recorded sessions are assessed. Model 2 suggests flexible fundings for activities held by Continuing Professional Development (CPD). For example, workshops serve as a safe place for young professionals where they can talk about their sensitive classroom issues openly. These activities relieve teachers’ concerns and tensions. Model 3 uses OER LTI (Learning Tool Integration) to make international connections. The project team works with international center to reach out to sister universities to discuss the utility of OER materials. Small number of teachers will attend workshops in UK to learn ORE materials.

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