This page lists all the Open Educational Resources (OERs) that were created for the further course Inclusive Learning and Teaching Environments, which was created by the University of Southampton.
These OERs are made available under the Creative Commons Attribution 4.0 International licence (CC-BY 4.0). Simply put, this licence allows you to share, adapt and redistribute the content of the OERs, provided that you correctly attribute the original creators of these resources (University of Southampton). If you are not familiar with this licence, please read it before reusing these OERs.
The entire content of the course is stored as a set of OERs in a Google Drive folder, except for the videos, which can be downloaded from a dedicated channel on Vimeo. Below is a breakdown of all the OERs.
Week 1: Creating Inclusive Learning Practices
- Step 1.1: Why should we care about inclusive learning and teaching?
- Step 1.2: Welcome to the course
- Step 1.3: Join the online community: no OER.
- Step 1.4: Creating a companion glossary:
Creating a Companion Glossary (Word format), wordcloud image used in the previous document, list of words in the wordcloud (Word format).
- Step 1.5: Welcome to week 1.
- Step 1.6: Academic perspective (video, Professor Graeme Earl):
- Step 1.7: Institutional perspective (video):
- Step 1.8: Student perspective (video):
- Step 1.9: Inclusion, adjustments and accommodations (audio):
- Step 1.10: The social model of disability (short article with a links to an external article and a YouTube video).
The social model of disability (Word format).
- Step 1.11: Circles of inclusion: Circles of inclusion (Word format), image with Venn diagram used in the document.
- Step 1.12: Born accessible: Born Accessible (Word document).
- Step 1.13: Multiple formats (video):
- Step 1.14: Institutional benefits of multiple formats (video):
- Step 1.15: Checking for the key points to producing multiple formats (video):
- Step 1.16: Exercise: make a document that can be converted into multiple formats
- Exercise: make a document that can be converted into multiple formats (Word format).
- The document used in the exercise: Making Microsoft Word documents accessible.
- Accessible version of the same document: Making Microsoft Word Documents Accessible (Word format), Making Microsoft Word Documents Accessible (PDF format).
Week 2: Developing Inclusive Learning Environments
- Step 2.1: Welcome to week 1.
- Step 2.2: Exercise: what can we do to ensure inclusive teaching practices? (audio)
- Step 2.3: Can technology help us to communicate in an inclusive way? (video)
- Step 2.4: Lecture capture: innovative or unwelcome technology? Word document, pro and cons image used in the Word document, text version of the pros and cons image.
- Step 2.6: How do you work with your library to improve inclusivity? (video):
- Step 2.7: Student reading experience (video):
- Step 2.8: Meet Mary taking a statistics course: Word document.
- Step 2.9: Technology making STEM subjects inclusive
- Step 2.10: Maths notation and terminology: Word document, image used in the document.
- Step 2.11: Working in STEM subjects, the field and laboratories:
- Step 2.12: Meet Alexander studying for a distance learning MBA: Word document.
- Step 2.13: Creative courses and technology: Word document.
- Step 2.14: Challenges of architecture: Word document.
- Step 2.15: Meet Anna doing a fashion and textile design course: Word document.
- Step 2.16: Reflection:
- Word document,
- UK Department of Education: Inclusive Teaching and Learning in Higher Education as a route to Excellence (January 2017; PDF format). © Crown copyright 2017; licensed under the terms of the Open Government Licence v3.0 except where otherwise stated.
Week 3: Encouraging Inclusive Learning Opportunities
- Step 3.1: Welcome to week 3.
- Step 3.2: The pros and cons of shared learning activities (video):
- Step 3.3: Social and learning technologies, now and in the future: Word document.
- Step 3.4: Technology power user (video):
- Step 3.5: Can we use mobile technology to support collaboration? Word document.
- Step 3.6: Creating inclusive assessments (video and text):
- Step 3.7: Meet Carole, a postgraduate studying History: Word document.
- Step 3.8: Technology for creativity and planning (video):
- Step 3.9: Using multimedia for complex subjects (video):
- Step 3.10: Inclusion a buzzword or priority? Word document.
- Step 3.11: Using cloud technology (video):
- Step 3.12: Reflection.
- Step 3.13: Goodbye! (No OER.)