EUQ666 Inclusive Learning Design: Embracing Diversity
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUQ666 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Session 2 2026, QUT Online, Online
| Unit code: | EUQ666 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
This unit empowers educators and learning designers to create inclusive and equitable online learning environments for adult learners. In ensuring that learners’ diverse needs are met and the removal of barriers, accessibility standards and universal design principles, enriched by trauma-aware practices, will be applied. The unit presents insights into culturally responsive teaching, recognising the significance of incorporating indigenous perspectives, traditions, and knowledge into learning materials and practices. Moreover, reflection on personal learning design philosophies and the pivotal role of learning designers in shaping the educational experience is encouraged. In recognition of the emotional toll this work can present, the unit also explores self-care strategies, equipping educators and designers with tools to maintain their well-being while championing inclusive learning design.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design learning that applies universal design and accessibility principles in online learning environments for adult learners.
- Justify design choices for inclusive learning drawing on scholarly and professional literature.
- Analyse learning designs to identify improvements for inclusive learning in online learning environments for adult learners.
- Reflect on inclusive approaches to learning design and how these contribute to learning design philosophy and professional practice.
Content
This unit will cover:
- Designing for inclusive learning
- Universal Design
- Accessibility
- Inclusive language and imagery
- Culturally and linguistically diverse learning design
- First Nations learning design
- Trauma-aware learning design
- Empathy skills
- Self-care for learning designers
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Learning activities
- Digital practices for creating professional resources
This unit employs interactive and discussion-based learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- opportunity for formative feedback in this unit will include feedback on learning activities supporting both assessment tasks
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
This unit includes two assessments:
1. Learning package design - this task provides an opportunity to apply inclusion and universal design principles to learning design of a learning package for online adult learners.
2. Inclusive learning report and reflection - this task builds on the skills developed in Assessment 1. You will apply inclusion and universal design principles, as well as principles for culturally and linguistically diverse, First Nations, and trauma-aware learning design to analyse and report on a provided learning package. You will also reflect on your learning design philosophy and how it has changed over the course of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Learning package design
You will design a short learning package based on a real-world scenario for a target audience. The learning package will be accompanied by a justification of the inclusive approaches you applied, including universal design principles and accessibility standards. You will pre-record your presentation of the learning package and justification for submission.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Inclusive learning report and reflection
You will analyse a learning package and report on the ways in which the design could be improved to be more inclusive. You will also reflect on how your learning design philosophy and understanding of the profession has changed throughout this unit.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
You are expected to communicate in ways that are professional and respectful of others in all interactions. Please refer to QUT guidelines on communication.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO4, Inclusive learning report and reflection - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Inclusive learning report and reflection - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO1, ULO2, Learning package design, Inclusive learning report and reflection
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1, ULO2, Learning package design, Inclusive learning report and reflection - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO4, Inclusive learning report and reflection - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO3, Inclusive learning report and reflection - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO1, Learning package design - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO1, ULO3, Learning package design, Inclusive learning report and reflection
EQ74 Master of Education
- Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO4, Inclusive learning report and reflection - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Inclusive learning report and reflection - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO1, ULO2, Learning package design, Inclusive learning report and reflection
Unit Outline: Session 4 2026, QUT Online, Online
| Unit code: | EUQ666 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
This unit empowers educators and learning designers to create inclusive and equitable online learning environments for adult learners. In ensuring that learners’ diverse needs are met and the removal of barriers, accessibility standards and universal design principles, enriched by trauma-aware practices, will be applied. The unit presents insights into culturally responsive teaching, recognising the significance of incorporating indigenous perspectives, traditions, and knowledge into learning materials and practices. Moreover, reflection on personal learning design philosophies and the pivotal role of learning designers in shaping the educational experience is encouraged. In recognition of the emotional toll this work can present, the unit also explores self-care strategies, equipping educators and designers with tools to maintain their well-being while championing inclusive learning design.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design learning that applies universal design and accessibility principles in online learning environments for adult learners.
- Justify design choices for inclusive learning drawing on scholarly and professional literature.
- Analyse learning designs to identify improvements for inclusive learning in online learning environments for adult learners.
- Reflect on inclusive approaches to learning design and how these contribute to learning design philosophy and professional practice.
Content
This unit will cover:
- Designing for inclusive learning
- Universal Design
- Accessibility
- Inclusive language and imagery
- Culturally and linguistically diverse learning design
- First Nations learning design
- Trauma-aware learning design
- Empathy skills
- Self-care for learning designers
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Learning activities
- Digital practices for creating professional resources
This unit employs interactive and discussion-based learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- opportunity for formative feedback in this unit will include feedback on learning activities supporting both assessment tasks
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
This unit includes two assessments:
1. Learning package design - this task provides an opportunity to apply inclusion and universal design principles to learning design of a learning package for online adult learners.
2. Inclusive learning report and reflection - this task builds on the skills developed in Assessment 1. You will apply inclusion and universal design principles, as well as principles for culturally and linguistically diverse, First Nations, and trauma-aware learning design to analyse and report on a provided learning package. You will also reflect on your learning design philosophy and how it has changed over the course of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Learning package design
You will design a short learning package based on a real-world scenario for a target audience. The learning package will be accompanied by a justification of the inclusive approaches you applied, including universal design principles and accessibility standards. You will pre-record your presentation of the learning package and justification for submission.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Inclusive learning report and reflection
You will analyse a learning package and report on the ways in which the design could be improved to be more inclusive. You will also reflect on how your learning design philosophy and understanding of the profession has changed throughout this unit.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
You are expected to communicate in ways that are professional and respectful of others in all interactions. Please refer to QUT guidelines on communication.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO4, Inclusive learning report and reflection - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Inclusive learning report and reflection - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO1, ULO2, Learning package design, Inclusive learning report and reflection
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1, ULO2, Learning package design, Inclusive learning report and reflection - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO4, Inclusive learning report and reflection - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO3, Inclusive learning report and reflection - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO1, Learning package design - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO1, ULO3, Learning package design, Inclusive learning report and reflection
EQ74 Master of Education
- Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO4, Inclusive learning report and reflection - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Inclusive learning report and reflection - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO1, ULO2, Learning package design, Inclusive learning report and reflection