Working towards a more inclusive learning journey

Tracey Inverary, The Open University

Email: tracey.inverary1@open.ac.uk

Poster

Click to download the poster Working towards a more inclusive learning journey (.pptx)

Abstract

Project Understanding: When the Open University took a deeper look at the data of its students it became apparent that there were significant gaps in awarding for different cohorts of students from a variety of ethnicities and backgrounds (Gray, 2020). The University wanted to bring balance in attainment outcomes and introduced initiatives to support this effort.  To ensure a more permanent approach to change that supported equality and inclusive education, the inclusive curriculum tool (ICT) was introduced and subsequently a team of six inclusive curriculum student consultants (ICSC) to drive the usage of the ICT.

Project Context: The ICT was created after looking at Access Modules, taking data and feedback to inform how to apply the tool (Gray, 2020), and eventually ICSCs were involved when looking at how learning is designed, the developmental processes of module creation and production as well as redefining aspects of the tool to ensure continuity in it being fit for purpose.

The ICSCs are a part of the Access Participation and Success (APS) Team and have National and International lived-experiences that allow for curriculum of different modules to be scrutinised, and to be done so from all angles to highlight design incompatibilities with reflecting the students that study the module material or content that is not compatible with equitable approaches to assessment.

Project Findings: With well over half of the student population registered with disabilities, well over a third registered as being from BAME backgrounds, care-experienced and living in deprived areas (OU, 2022), representation within the materials and useful support and accessibility, was discovered as essential to thorough engagement with module material and access to learning that afforded better attainment outcomes. Module teams, Learning Designers, development and production teams were able to partner with ICSCs regularly, gain better awareness and reach clear understandings and objectives to ensuring EDI took a prominent place in module creation.

Source of information:

Gray, D. (2020) Inclusive Curriculum Executive Summary, March 2020, Open University, Milton Keynes.

OU (2022) Facts and Figures, About The Open University. [Online]. https://www.open.sc.uk/about/strategy-and-policies/facts-and-figures  . (Accessed December 2022.)

Tracey Inverary

Student Consultant, The Open University

I am working in Higher Education to ensure awareness through inclusive curriculum tools, my experience and lived understandings of students, when cultivating learning programmes to support inclusion of all students in the global conversation and equitable outcomes in learning for students in higher education. I consult and work with central academics and HE leaders, educators, design teams on inclusive curriculum design, methodology, module content and assessment strategy. Other areas of consultation expertise include instructional design, policy content and changes, academic awarding and standards, leadership and management, staff development, pedagogical approach, HR, mentorship, mentoring and career programmes. 

I have been dedicated in a voluntary as well as remunerated capacity, to the improvement of instruction as an academic mentor and tutor (in a few subjects, with a key focus on English for KS 3-5) and youth mentor to adolescents and adults for most of my life persistently seeking their growth and establishment in self-direction and self-regulation to build resiliency and attain the success potentiality that exists within them.