[OOFHEC2018] Kate Lister: Embedding and sustaining inclusive practices in online and blended learning
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The document outlines a project led by Kate Lister at The Open University focused on embedding and sustaining inclusive practices in online and blended learning within STEM disciplines. It emphasizes the importance of inclusive educational practices to support students with disabilities, through activities such as gathering case studies, creating cross-institutional guidance, and conducting surveys. Future steps include improving training and awareness of accessibility issues to enhance support for disabled students.
[OOFHEC2018] Kate Lister: Embedding and sustaining inclusive practices in online and blended learning
- 1. Kate Lister, The Open University (UK) Embedding and sustaining inclusive practices in online and blended learning A HEFCE (OfS) Catalyst funded project
- 2. 2 Differential student outcomes Progression in qualification Degree classification Module completionAttainment Employment Satisfaction
- 3. • Embedding and sustaining inclusive practices in STEM (Inc STEM) • Scaling up inclusive educational practices within STEM module design and delivery to benefit all students, while lowering and removing barriers impeding students with disabilities • Gathering and sharing case studies that evidence inclusive design • Produce cross-institutional guidance and recommendations for dissemination to HE sector and professional associations • Supporting UK HEIs to • Embed inclusive resource, module and curriculum design practices • Sustain inclusive module and curriculum delivery practices 3 PROMOTING INCLUSIVE TEACHING AND LEARNING
- 4. • Baseline data collection • Institutional documentation • Staff and student surveys • Community engagement • Institutional: Heads of schools and directors of teaching (e.g. OU: SPS, EEE, LHCS, E&I, M&S and C&C) • Higher education networks (e.g. HUBS, CHES, UGUK) • Professional associations (e.g. RSB, IoP, IES, GSL, LMS) • OU case studies / mini projects 1. Online practical work (OpenSTEM Labs e.g. observatories, remote labs) 2. Inclusive language 3. Inclusive group work 4. EDI specification processes in new teaching and learning 5. Accessibility in procurement 6. Development of an institutional accessibility policy 7. Disciplinary working groups: investigation of impact 8. Accrediting bodies and inclusive practice within STEM 4 ACTIVITIES TO DATE
- 5. • Baseline data collection • Institutional documentation • Staff and student surveys • Community engagement • Institutional: Heads of schools and directors of teaching (e.g. OU: SPS, EEE, LHCS, E&I, M&S and C&C) • Higher education networks (e.g. HUBS, IoP, CHES, UGUK) • Professional associations (e.g. RSB, IoP, IES, GSL, LMS) • OU case studies / mini projects 1. Online practical work (OpenSTEM Labs e.g. observatories, remote labs) 2. Inclusive language 3. Inclusive group work 4. EDI specification processes in new teaching and learning 5. Accessibility in procurement 6. Development of an institutional accessibility policy 7. Disciplinary working groups: investigation of impact 8. Accrediting bodies and inclusive practice within STEM 5 ACTIVITIES TO DATE
- 6. A survey with comparable, Likert-scale questions asking for perceptions of: • Knowledge • Skills • Attitudes • Support context ‘Knowledge’ was self-assessment and tested Survey will be repeated every two years to measure longitudinal change (legacy from the funded project) 6 Group Responses / sample (%) Lecturers and curriculum managers All: 261 / 871 (30%) STEM: 72 / 284 (25.3%) Student support teams 82 / 251 (33%) Associate lecturers 66 (post on intranet) Development and production teams 57 / 248 (23%) Disabled students 84 / 1,000 (8%) BASELINE DATA: SURVEY TO STAFF AND STUDENTS
- 7. KEY MESSAGES FROM THE DATA - Most staff (73%, N=187) felt comfortable with their level of role-related accessibility knowledge - Most staff (60%, N=157) were not aware of sector- wide issues such as attainment gaps - Most staff (81%, N=213) were comfortable with their role-related accessibility skills - Fewer staff (66%, N=169) were confident they could signpost students to further sources of support - The vast majority of staff (96%, N=252) felt committed to accessibility - Most staff (78%, N=206) felt all teaching and learning should be made inclusive and accessible to all students KNOWLEDGE SKILLS ATTITUDES - Most staff (83%, N=214) were confident that the institution and their colleagues were committed to accessibility - Fewer staff (45%, N=115) were satisfied with institutional training and guidance relating to accessibility SUPPORT CONTEXTS 30% 23% 15% 15% 14% 12% 11% 10% 9% 24% 28% 16% 19% 22% 17% 16% 14% 14% 46% 48% 69% 66% 64% 71% 73% 76% 76% Autism spectrum disorder Mental health issue Specific learning difficulty Unseen disability Speech impediment Condition causing fatigue and/or pain Visual impairment or sight issues Hearing impairment or d/Deaf Mobility or manual dexterity issue Disagree Neither disagree nor agree Agree Staff confidence supporting specific disabilities: Next steps: • Improve training, guidance and human support for staff (support context) • Raise awareness of accessibility and sector-wide issues for disabled students
- 8. 8 SPOTLIGHT ON THE CASE STUDIES: Online practical work
- 9. 9 SPOTLIGHT ON THE CASE STUDIES: Online practical work The STEM labs were created to enable access. However, technology can create as many barriers as it resolves. Practical previews: • A chance to try the tools off- module • Demo, hands on and expert support • Time to identify and address accessibility issues • Time to identify and address technology/skills gaps
- 10. Not everyone identifies as ‘disabled’. Inclusive approaches to language can make a real difference to whether/how students seek support. 10 SPOTLIGHT ON THE WORK PACKAGES: Inclusive Language 0 50 100 150 200 250 300 350 400 Disabled Have a disability Study needs Study requirements Additional study needs Barriers to study Obstacles to study Very comfortable Comfortable Neither comfortable nor uncomfortable Uncomfortable Very uncomfortable
- 11. Building on a previous project, turning knowledge into practical guidance 11 SPOTLIGHT ON THE WORK PACKAGES: Inclusive Language How to engage with language used in HE How to advocate for preferred language Students Importance/ impact of language How to mirror students’ language Staff Methodology report Ideas to replicate the study for other contexts Policy makers
- 12. 12 SPOTLIGHT ON THE CASE STUDIES: Inclusive group work Issues with group work for disabled students can be exacerbated in distance learning. Students raise issues around facilitator tone, icebreakers, peers, logistical information. Staff raise issues around design, timings, group roles, authenticity. This work package will produce: • staff development guidance (i.e. student experiences) • student-facing guidance (i.e. inclusivity in groups)
- 13. Scaling up the work packages 1. Online practical work (OpenSTEM Labs e.g. observatories, remote labs) 2. Inclusive language 3. Inclusive group work 4. EDI specification processes in new teaching and learning 5. Accessibility in procurement 6. Development of an institutional accessibility policy 7. Disciplinary working groups: investigation of impact 8. Accrediting bodies and inclusive practice within STEM Looking for partners to trial/pilot new approaches. Interested? Email kate.lister@open.ac.uk or trevor.collins@open.ac.uk 13 NEXT STEPS
- 14. Kate Lister Learning and Teaching Innovation kate.lister@open.ac.uk THANK YOU