Designing for diverse learners

Fallin, Lee; Tomlinson, Thomas

doi:10.47408/jldhe.vi25.973

Designing for diverse learners

Fallin, Lee; Tomlinson, Thomas

Authors

Dr Lee Fallin Lee.Fallin@hull.ac.uk
Lecturer in Education Studies & Director of MA Education Programmes

Mr Thomas Tomlinson T.Tomlinson@hull.ac.uk
Teaching Enhancement Officer

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. Designing for diverse learners. Presented at ALDcon22: The Learning Development Conference

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

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©2022 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 3.0 International License (CC-BY 3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/3.0/.