Designing Learning Experiences for Inclusivity and Diversity: Advice for Learning Designers

Designing Learning Experiences for Inclusivity and Diversity stands out as a crucial guide for educators and learning designers committed to creating equitable learning environments. Grounded in the Australasian higher education experience, this book delves into the principles of universal design for learning (UDL), offering practical strategies to ensure that every student, regardless of their background or abilities, has the opportunity to succeed.

This unique edited text offers a blend of theoretical insights and real-world examples. You can select from a wide range of topics including socially just pedagogy, open educational practices, the role of third-space academics and professionals, Indigenous-led learning design, designing for equity and cultural responsiveness, lived experience of disability, and working with students and staff in inclusive learning design.

The book also explores the potential of digital tools and platforms to transform the learning experience. Readers will learn how to leverage technology to create interactive and engaging content that enhances learning outcomes for all students. The authors provide practical advice on integrating these technologies into the curriculum, making learning more accessible and enjoyable.

Designing Learning Experiences for Inclusivity and Diversity addresses the critical role of assessment in the learning process. The book offers a comprehensive overview of various assessment methods, from formative assessments that provide ongoing feedback to summative assessments that measure overall achievement. By aligning assessment strategies with learning objectives, educators can create a more coherent and effective learning experience.

Readers will find a wealth of resources, including case studies, practical tips, and reflective exercises. Whether you are a seasoned learning designer or a newcomer to the field, Designing Learning Experiences for Inclusivity and Diversity provides the knowledge and inspiration needed to create impactful and meaningful learning experiences.

Keith Heggart is the academic lead for the Graduate Certificate in Learning Design at UTS. He designed and developed this brand-new and innovative course that combines microcredentials and work-integrated learning in order to meet the needs of a diverse and busy student body. This course was recognised for its approach internationally, receiving the Learning Innovation Award from AECT in 2022. It has also received a UTS Teaching and Learning Citation. Keith's research interests lie at the intersection of social justice and learning design. He has won numerous awards for his research, including a Best Publication for his paper on Learning Design for Social Justice from the Culture, Learning and Technology SIG in AECT, and the Early Career Researcher award from ASCILITE in 2021. In 2022, Keith won an ASCILITE/D2L grant to investigate learning design and microcredentials. Keith has more than 20 publications to his name, including two books. Before becoming an academic, Keith worked as a learning designer and developer in three different universities, and also for not-for-profit organisations. Keith is also an Apple Distinguished Educator.

Mais Fatayer is an educational technology specialist, learning designer and early career researcher. She has been working in higher education since 2008, during which she worked in several capacities at higher educational institutions including the Open University and Western Sydney University. At the time of publishing this book, she was the Learner Experience Design Manager at University of Technology Sydney (UTS). Mais specialises in designing and co-designing engaging learning materials, implementing open learning strategies and resources, leading transformative learning projects, and creating award-winning technology-enhanced learning environments. She received UTS Vice Chancellor's Professional Staff Excellence Awards for High Performing Professional Staff in 2023 in recognition of her achievement to the work of open education at UTS. She was also awarded Blackboard 2018 Catalyst Awards for Australia and New Zealand in the Student Success category. Mais received her PhD from the School of Computing, Engineering and Mathematics in 2016 from the University of Western Sydney. Her thesis is titled 'Towards a sustainable OER model: Tapping into the cognitive surplus of student-generated content'.