Designing for diverse learners

Fallin, Lee; Tomlinson, Thomas

Abstract

Learning and teaching are only sustainable if accessible and inclusive. For this reason, we produced the Designing for diverse learners poster, a set of easy to follow guidance on developing learning resources to support learners with a variety of needs. This poster (Figure 1) has been adopted by many institutions and has had a significant impact on practice for many teaching in higher education. This conference session launched the next version of the Designing for diverse learners poster-a fully interactive and digital version that includes how and why each of these design decisions is made. An accompanying website was demonstrated for the first time, and delegates were invited to consider ways in which it could support their learning and development practice, give feedback, and suggest further improvements. The idea of 'diverse learners' is fundamental to the poster resource and to its use by learning developers. The practices outlined in our new website will benefit every learner-including those who may require specific adjustments. We hope the new version of the poster and the accompanying website will help support the development of greater access and inclusion in learning development practice.

Citation

Fallin, L., & Tomlinson, T. (2022). Designing for diverse learners. Journal of Learning Development in Higher Education, 25, https://doi.org/10.47408/jldhe.vi25.973

• Presentation Conference Type: Conference Paper (published)
• Conference Name: ALDcon22: The Learning Development Conference
• Acceptance Date: Oct 26, 2022
• Online Publication Date: Oct 28, 2022
• Publication Date: Oct 28, 2022
• Deposit Date: Oct 28, 2022
• Publicly Available Date: Nov 21, 2022
• Print ISSN: 1759-667X
• Publisher: Association for Learning Development in Higher Education
• Peer Reviewed: Peer Reviewed
• Volume: 25
• DOI: https://doi.org/10.47408/jldhe.vi25.973
• Public URL: https://hull-repository.worktribe.com/output/4105545
• Publisher URL: https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/973