 Good afternoon everybody welcome to this session entitled embedded embedding inclusive practice for blending blended and distance learning Met I'll briefly introduce our presenters who are all from Demontford University. That's Mark mayor Robin Clark and Carmen miles. Thank you Okay, thank you Louise. Nice to see people today My name is Carmen miles, and I'm the head of distance learning for Demontford University And my name is Mark mayor, and I'm the course design manager in the distance learning team And I'm Robin Clark. I'm the academic manager of distance learning So what we're going to do this afternoon It's a very brief session, but we're going to try and talk you through a design framework that we've been working on working on universal design for learning Mark will take you through The process we've been through alongside Carmen and we'll look for some of your feedback as part of that But first of all, I guess we've got a quick question for you, which is What does inclusivity mean to you? So if we say ask you what what does inclusivity mean to you? Maybe You could give us some answers in the chat window To see what might come up so accessible to everybody and hence learning for all Lots of interesting comments coming through different ways to learn about the same material Everyone has equal opportunity and ability to engage and access and I think that's the core of it, isn't it? Everybody has equal opportunity to engage and access The learning materials that we're offering them Okay, thank you So I'm going to run through a bit of context for UDL for blended and distance learning at Demontford University So we are a brand new team that we start we were in place from April and to May and A new team leading on distance learning at Demontford When we arrived we were looking to align our experiences because we came from a number of universities and We were very struck by how UDL was embedded as a teaching and learning ethos at DMU and That was really mainly for face-to-face expertise. There's been some of the experimentation and some research during COVID But not specifically looking at the learning materials and how we design UDL in specifically for online blended and distance learning so At the moment UDL at DMU it's embedded in mandatory training It actually is called the learning and teaching ethos at DMU and All staff and some professional services staff go through that training So being a new team as I said from lots of different universities We wanted to align ourselves but also to look at the current provision and To see how we could extend the UDL principles and see how they fit for and how well they covered our joint ethos of Design principles So that's the background I'm now going to hand you to Mark who will talk you through a bit more of the process that we've been through Thanks Carmen So yeah, I'm just going to talk you through how we've gone about developing the framework within the context of Demontford University So our starting point was to develop a framework As Carmen has alluded to in terms of structuring and the learning approach to reviewing a sample of modules from across the university And this involved a process of mapping the UDL principles to blended and distance learning So identifying those principles and criteria that inform good pedagogic practice in this area So what we've done is we've drawn upon Julie Summers five-stage model down a lot of arts conversational framework and blooms taxonomy So what we did through that is we tested our framework on reviewing a sample of modules from across the university And what we've done from there is continued to refine and evolve our approach On this over summer given that we've we've even in place since it's April this year and our immediate priority was to review that existing provision So at this point and what I'm going to ask Rob to do if that's okay is to share our framework So hopefully that's that's the thing that we can get on the screen for you in a moment Bear with me. I'm working on it That's where the technology is Yeah, we've also got a padlet and think that that was mentioned as well and we have the framework on the padlet So we really want to use a padlet as a key resource in this session for discussion So please feel free to click on to the padlet So I think given that we've got the link to the padlet which has the framework there So in the padlet itself we're going to use that to capture your feedback a bit later on on the framework itself But just to just to talk through the framework itself So hopefully you've all got access to that padlet and you can see the framework. We've got two versions there We've got our infographic version and a more accessible version in a word file of the framework itself So what we've done here really is to summarize our framework on one page That provides an overview of the principles and criteria for implementing UDL principles with blended and distance learning So what you'll see from from the framework is that we've mapped these principles and criteria against the UDL principles in brackets So you can see that so where that where those principles and criteria Align to the UDL framework and that really demonstrates the work that we've done to Really ensure that we align closely to that the UDL framework and show that breadth and depth of coverage But crucially we do intend to to work on this further So the purpose of the framework itself is to provide a central point of reference For how we practically implement these UDL principles within the context of online learning So far we have just focused on the learning materials aspect of development, but we are plan to take that further So the next step really around the framework itself is to develop specific guidance and examples That link out from those principles and criteria and to incorporate the wider students experience Starting with induction. So we're keen as part of the evaluation of this framework And to bring in other reference points for the design process As we have been exploring how this fits with just learning design principles so far We do recognize the need to bring in expertise from other departments across the university So for example work around graduate attributes and digital capabilities And also to make adaptations for professional, statutory and regulatory bodies As well as considering its purpose at different levels So i.e at a program and module design level So through the Padlet which hopefully you've all been able to access now with the framework What we've done is we've posed three questions in the Padlet itself What we'd like you to do is have a look at the framework in terms of what we presented on the Padlet And the three questions that we'd like to pose to you that we'd like to capture Are what are your first impressions of the framework How might this be useful for your practice and what changes would you suggest So I appreciate this is a short session today But we'd be grateful if you could attempt to answer one or three parts of the question Essentially what we're planning to do is to keep this Padlet live beyond the session So if you have any further thoughts afterwards we'd be keen to hear from you And also keen for you to apply this with your own context as well Based on what you might find useful about what we've pulled together today So what we'll do is we'll give you five minutes now To have a look through the framework on the Padlet And if you could pop your responses into the Padlet along with those questions That'd be fantastic, thank you The work we're doing to those universal design for learning framework So it creates that sort of linkage between this document And the overarching principles contained within the NewDL framework And yeah absolutely we've tried to keep it concise and clean and on one page To try and keep it easy and simple to use So that when people are going through the course design process They've got a very sort of simple quick guide There is a corresponding checklist that perhaps Mark you could tell us about Yeah so in terms of the numbers that I think have been raised on the Padlets This aligns to the criteria on the NewDL framework itself So where you see like 1.1, 2.2, 3.4 for example That aligns to the actual NewDL framework So what we'll do is we'll post a link in the chat Which will take you to the online version of the NewDL guideline So hopefully one of our old colleagues can pop that on the screen So that will take you to the NewDL framework, there we go And we're using this framework not only at the front end There's a design principles document with our colleagues But also at the other end of the module production process To look through and evaluate the modules that have been created And to be able to check through them and see whether the content that is being created Is aligning to the principles that we want it to We want it to align to all of those key principles within universal design for learning Yeah, absolutely Rob So really we see it as a central point of reference to help us to Essentially train our academics when it comes to the design and delivery of blended and distance learning So within the team itself we all come from different backgrounds and different universities We've all used different frameworks and checklists And what we've done is we've brought this all together to align it to the NewDL framework As a way of being able to ensure that we are structured and aligned on our approach But also for it to act as a training resource in terms of existing provision across the university But also we're also focused on developing new distance learning programs across the university So another question that's coming in is around the reuse of this And would we release this as Creative Commons? It looks like something we could use I think absolutely, I mean we're going to look at it and revisit it as Carmen said at the start We're a new unit and we're sort of building a whole load of resources To support our work and the work of our academic colleagues in building new distance learning modules But I think as we develop it it's certainly something that we can share And of course we'll share our email addresses at the end as well And you're more than welcome to get in touch with us if you want to chat a little bit more about what you've done The other query is, oh sorry carry on Yeah so I'm just going to add in that because we wanted to get it onto one page And we know there's a lot of detail, we've got quite detailed checklists sitting behind Very similar to the CAST website, we wanted to give practitioners One of the aims of the framework is to give practitioners very real concrete things To look at rather than too broad overarching but we acknowledge that within one page that's quite difficult So we do want to make sure that we capture what we want with a very distinct UDL framework But we know there's some work about aligning it like Mark and Rob have already said There's some work in aligning it to make sure that we do cover off as many things as we could about pedagogical design So the idea is you would click on one of these aspects and it would take you through to some like supporting checklists underneath Yeah I think there's a question I think we are actually planning to share it, we do want to get student and other feedback So yes thank you Kirsty we do want to share it I think we are looking forward to feedback today and any feedback that we get obviously we're going to incorporate it in Thank you Yes absolutely in response to somebody's put something on the paddler around templates for the VLE and that's another thing that it all works with We use quite a fixed template, they call it the shell at DMU but those sort of course site templates are prescribed by the university They have set welcome pages and we're developing also set templates for activities and activity types that sit within the virtual learning environment So we know that we're on kind of sound ground in terms of the way the activities and the materials are presented that it's accessible and appropriate for the distance learners as well Gosh there's lots and lots of things coming in now This is all fantastic really really good feedback And certainly I like the comment here as well about the liking the points that start with actionable verbs I think that's a really good point and something that we can take away and look at how we can do that with the rest of this to give people very clear direction about what we're asking them to do To those of you that are saying I would like to show it to people we'll leave this paddler open and you can download the two versions so the red and gold version and there's an accessible word document version of it up there So please do feel free to show them to people please feel free to credit us when you show them to people as well obviously But yes please do and please keep providing your comments as well If anybody's got any specific questions they want to ask us about it in the last couple of minutes then please do feel free to pop them into the comments box Okay so we have some takeaways from the session and we are keen to see that it isn't just something that fits DMU You know our neighbourhood university so we're looking for kind of any adaptability to different contexts is really useful because you note that we're talking about online blended distance learning Really thinking at this stage about the online kind of student experience in an asynchronous but we will be looking a bit more at the online synchronous But we had to really focus on the learning materials in the synchronous kind of space because that was obviously a priority for us when we first came in So that draws us to the end of our time for this session So I think what remains is just to say thank you very much for your input and your comments and your thoughts on the Padlet that will definitely take away And please do get in touch with us if we can help further We haven't got the Padlet or the PowerPoint on screen anymore but you can see our names here and all of our email addresses are our first name dot surname at dmu.ac.uk There they are, we've got them now at the bottom of the screen so please do feel free to get in touch with any of us Okay thank you very much Mark, Robyn to Carmen for sharing this framework with us and for a very helpful and interactive session