Module 3 introduction

A very warm welcome to Module 3 of the Bootcamp, and well done for all your work so far. Myself and the Ding team have really enjoyed looking at your first two module assignments, we can clearly see that your empathy and curriculum design muscles have had a good workout. 

Module 3 is about inclusivity. The aim of this module is to help you appreciate why inclusivity is such an important concept in learning design, and to see what learning designers can do to create inclusive learning experiences. The module starts by enabling you to investigate barriers to learning so you can learn how to spot these barriers. Then we’ll examine how to create narratives and content that connect with as broad a range of learners as possible. And for your Module 3 assignment, you’ll have the opportunity to put what you’ve learned into practice by designing some inclusive learning materials.

Let’s begin by unpacking this concept of inclusivity so we can see what it means for learning designers. One widely used definition of inclusivity is this: ‘providing equal access to opportunities and resources for people who might otherwise be excluded or marginalised’. In the context of training and education, providing equal access is important for two reasons: firstly, there is usually a legal obligation to do so in the UK we have a law called The Equality Act, and similar legislation exists in many other countries. And secondly, we have a moral obligation to do so because it’s morally right that everyone can access learning opportunities and resources. 

Inclusivity is a huge topic, but it presents specific implications for learning designers in three areas: diversity, accessibility and equity. The implications of diversity are that we must aim to produce learning experiences  that connect with all learners. Accessibility means we must  create learning materials that all learners can use. And Equity means anticipating that each learner will require different types and levels of support to participate effectively in learning activities. It’s worth putting some lightbulbs around this idea of anticipating learners’ needs, because it is central to designing inclusive learning experiences.

We’re going to look at each of these concepts in a bit more detail.

• Let’s start with diversity. Diversity is normal. The world is diverse. Everyone is different. When we’re designing learning experiences, we should therefore aim to produce narratives that connect with all learners. For example, if I only include case studies from white, western authors or businesses, I risk creating barriers for learners from non-white, non-western backgrounds. If these learners can’t see themselves in the content, they are less likely to engage with it. So as learning designers, we should always use images, references and case studies from a broad range of cultural perspectives.
  
  
• Next is accessibility. Accessibility means creating learning materials that all learners can use, regardless of their specific learning needs. A specific learning need could be produced by a physical impairment, for example a learner may be blind or have low vision, which might make reading difficult or impossible. Or a specific learning need could be produced by what is known as ‘neurodiversity’ - this word is used to represent differences in individual brain functions in learners who experience autism spectrum disorder or ASD, dyslexia, dyspraxia and Attention Deficit Hyperactivity Disorder or ADHD. As learning designers, we must anticipate that learners all have different needs regardless of whether they tell us or not. And if we design for accessibility, the good news is that it benefits all learners, not just those with specific learning needs.
  
  
• And the third area is equity. Equity is different from equality, which means ‘treating everyone the same. There’s a great quote by researcher Lewis Elton who said “I cannot think of anything more unfair than to treat students the same when they so manifestly are not”. This idea is best illustrated by a picture - in the first picture, everyone is being treated equally by having the same support. In the second picture, each individual has a different level of support which enables them to access the activity. And in the third picture, no supports are needed because the barrier itself has been removed. As learning designers, this means we can’t just provide all learners with the same opportunities and support. Instead, we must appreciate that different learners will require a range of activities and support in order to participate effectively.  

Okay, that’s already quite a lot to take in. The best thing to do is for me to pause, and to get you to construct your own understanding of inclusivity using an activity. Head to the next lesson, and I’ll talk you through your first Bootcamp activity for Module 3.