Postgraduate taught 

Academic Practice MEd: Online distance learning

Inclusive Learning and Teaching in Higher Education EDUC51036

  • Academic Session: 2021-22
  • School: Learning Enhancement and Acad Dev Service
  • Credits: 10
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Semester 1
  • Available to Visiting Students: No
  • Available to Erasmus Students: No
  • Taught Wholly by Distance Learning: Yes

Short Description

Through this course you will explore how to make your learning and teaching practices more inclusive for a diverse range of students. Teaching and learning in Higher Education is often designed with an imagined student in mind, and learning activities are chosen based on how that imagined student might respond. However, this imagined student is often based on characteristics associated with systemic power structures, and therefore with the students most represented in HE in the UK: white, non-disabled, neurotypical, heterosexual, cisgender, those without caring responsibilities, those with family members who have been to university, and those with a certain socioeconomic status. This means that teaching is often inadvertently designed in a way that does not include all students equally. This course will help you to unpick the idea of the imagined student and support you to consider how you can make your teaching proactively inclusive. You will be encouraged to apply learning to your teaching practice and to reflect on your teaching throughout the duration of the course.

Timetable

10 contact hours divided into 4 x 1 hour online live sessions (4 hours total) and 6 hours online anytime contact time. For online anytime contact hours, students will be directed to engage with specific materials and activities at a time of their choosing.

Excluded Courses

None

Co-requisites

None

Assessment

There are two components to this assignment:

 

1. An action plan outlining proposed changes to your learning, teaching, and/or assessment practice in relation to inclusion.

2. A commentary on the action plan that a) critically reflects on your existing learning, teaching, and/or assessment practice in relation to inclusion; b) discusses the rationale behind your proposed changes as well as any particular challenges in implementing these changes; and c) critically engages with relevant debates and literature.

 

There is a high degree of flexibility surrounding the medium of the action plan and the commentary. This should be discussed with the Course Convenor as early as possible. Is important to select a medium that allows the ILOs to be demonstrated through the assignment, as it is the attainment of ILOs that will be used when grading assignments.

 

The assignment should be equivalent to 2000 words, with the action plan comprising around a quarter of the total submission, and the commentary around three quarters.

 

Alternative submissions might include a 5 minute video or an infographic with an associated presentation of around 3.5 minutes.

Course Aims

This course aims to introduce you to the diversity of learners in Higher Education. You will be encouraged to consider the assumptions that underlie many learning and teaching practices, how this may result in learning environments that exclude various learners, and how you can design a more inclusive learning environment. Through the assessment, you will be supported to considering how to make your own learning, teaching, and assessment practices more inclusive. You will be able to choose the focus of your learning and assessment on the aspect(s) of inclusivity that interest you.

Intended Learning Outcomes of Course

By the end of this course students will be able to:

1. Critically analyse learning and teaching practice in your context in relation to inclusion and accessibility; and

2. Critically engage with relevant debates and literature surrounding inclusion and accessibility.

Minimum Requirement for Award of Credits

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.