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 |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Session 2 2024, QUT Online, Online
| Unit code: | EUQ666 |
|---|---|
| Credit points: | 12 |
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 by engaging in active and reflective learning through participation with an emphasis on design for practice. You will draw upon theoretical concepts that underpin learning and teaching to create an authentic learning design that has industry/community contexts. Your assessment will build on your theoretical understandings and professional practice through the critique and construction of digital content. The unit will draw upon your professional experience in addition to set readings and multimodal resource materials.
Feedback on Learning and Assessment
As you analyse and design learning for others, you will gain peer and teaching team feedback in this unit by contributing to online discussion spaces. You will receive feedback on your contributions, which will directly relate to and inform both pieces of assessment. Assessment will receive criteria-based grading and comments and the criteria will be considered by the cohort prior to assessment submission. You will have opportunities to self-assess through reflective activities embedded in the unit.
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
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
No specific resources required, readings will be provided.
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
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
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 technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional 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 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
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
Unit Outline: Session 4 2024, QUT Online, Online
| Unit code: | EUQ666 |
|---|---|
| Credit points: | 12 |
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 by engaging in active and reflective learning through participation with an emphasis on design for practice. You will draw upon theoretical concepts that underpin learning and teaching to create an authentic learning design that has industry/community contexts. Your assessment will build on your theoretical understandings and professional practice through the critique and construction of digital content. The unit will draw upon your professional experience in addition to set readings and multimodal resource materials.
Feedback on Learning and Assessment
As you analyse and design learning for others, you will gain peer and teaching team feedback in this unit by contributing to online discussion spaces. You will receive feedback on your contributions, which will directly relate to and inform both pieces of assessment. Assessment will receive criteria-based grading and comments and the criteria will be considered by the cohort prior to assessment submission. You will have opportunities to self-assess through reflective activities embedded in the unit.
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
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
No specific resources required, readings will be provided.
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
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
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 technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional 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 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
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