EQUALITY, DIVERSITY AND INCLUSION (EDI) IN ONLINE LEARNING

As the move to online learning accelerates dramatically, learners are being left behind. In response to this, we’ve initiated an Innovate UK funded research and development project to develop and share best practices in inclusive online learning.

Welcome

Since we started the project with Innovate UK, we’ve been capturing our thoughts, takeaways, insights and ideas on inclusive learning experience design (ILXD). We want to make our journey visible and open to discussion as it evolves. We recognise there’s a lot to learn, and we’re open to learning it.

If you’d like to be kept updated as the project progresses, please sign up to our inclusive learning design mailing list.

The story so far …

  1. Moving towards more inclusive learning design with Innovate UK
  2. We need a more inclusive approach to learning design
  3. The change we want to see
  4. Our inclusive learning principles
  5. Becoming a fairer and more inclusive organisation
  6. 5 things that have shaped our thinking around EDI
  7. 5 things that surprised us about EDI
  8. The dimensions and levels of inclusive learning experience design (ILXD)

We need a more inclusive approach to learning design

The year 2020 has highlighted the urgent need to design experiences in which each and every learner can participate fully. The COVID-19 pandemic has brought about a dramatic acceleration in existing global trends for learning and working online – and this rapid transition risks partially or entirely excluding some learners, especially those who were already marginalised. There’s still a lot of work to do to overcome these risks, and we’re determined to play our part.

An inclusive approach to learning design involves reconciling individual with general needs, designing for both individual humans and broader humanity. It’s about understanding how people interpret and navigate the world differently, as well as what they tend to have in common, and finding practical ways to meet these needs. Our ultimate learning goals might be the same, but the paths we take to reach them are infinitely varied and unique.

The change we want to see

We want to live in a world where:

Our inclusive learning principles

Our EDI research and the resources and tools we’re developing are guided by these core principles:

1

We take a practical approach. A more equal, diverse and inclusive culture is built up from many small, principled, fair moments and practices.

2

We respect the unique and complex nature of any individual learner’s own lived experience. We will avoid imposing labels or definitions that could encourage preconceptions or limits on learners’ abilities, ambitions or identities.

3

We recognise the importance of the systems in which individual learners exist. We actively seek to avoid perpetuating unfair or unbalanced systems of power and privilege.

4

We work to remove both physical and attitudinal barriers to access in all our projects and practices. We believe a good learning experience is one in which all learners feel welcome and able to participate.

5

We are aware of how cultural differences may influence concepts such as equality or fairness. When making recommendations for inclusive learning design, we are mindful of cultures and customs that are local to the learners we’re designing for.

Press Release

Download our press release announcing our involvement in the Innovate UK Sustainability Fund.

CTA link

Becoming a fairer and more inclusive organisation

Over the course of working on this project we have realised that we can’t simply develop a tool or set of tools to make learning design more inclusive and accessible, no matter how useful these tools might be. We also need to take a long, hard look at ourselves, to reconsider and evaluate everything we do, and take concrete steps towards becoming a fairer, more diverse and inclusive organisation in all respects.

This means:

By attending to all three pieces of this puzzle, we hope not only to improve our work as learning designers but to improve ourselves as individuals and as a professional team.

One conversation isn’t enough

There are many possible reasons behind a lack of access to learning, and these can’t necessarily be addressed easily, quickly or just once. Finding the right approach for a particular learner might take time; it might mean revisiting multiple conversations and revising decisions; and that’s OK.

We’re always learning

It’s important to remember that there isn’t a single universal definition or approach to inclusive learning. The key issues and questions are always subject to change, so we too must always be open-minded, flexible and adaptable.

We promise regularly to review and evaluate the fairness and inclusivity of all our projects and practices, as well as reflecting on our own personal biases, prejudices and complex identities as learners and individuals.

Be part of the conversation

Please do get in touch with thoughts and suggestions – we always welcome feedback from a wide range of different perspectives and voices and we’d love to hear from you.

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We’ll be sharing updates on our research, what we’ve learned, resources we’re developing and insights gathered.

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    FEATURED BLOG POST

    Moving towards more inclusive learning design with Innovate UK

    We’re working on a new project funded by Innovate UK which aims to address inequalities in inclusivity and access in learning design that have been brought to the forefront as a result of the COVID-19 pandemic.

    Read more