Inclusive Design Research Centre

What do we mean by Inclusive Design? We have defined Inclusive Design as: design that considers the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference. The Three Dimensions of Inclusive Design At the IDRC and the Inclusive Design Institute we stress three dimensions of inclusive design: 1: Recognize diversity and uniqueness Inclusive design keeps the diversity and uniqueness of each individual in mind. 2: Inclusive process and tools The process of design and the tools used in design are inclusive. 3: Broader beneficial impact It is the responsibility of inclusive designers to be aware of the context and broader impact of any design and strive to effect a beneficial impact beyond the intended beneficiary of the design. The Relative Nature of Disability and Accessibility The IDRC reframes disability within the design context. Why not use the term Universal Design? The distinctions we wanted to make were:

https://idrc.ocadu.ca/index.php/resources/idrc-online/library-of-papers/443-whatisinclusivedesign

Achieve OER Rubrics Training Materials Below is a set of materials developed to help educators use and learn more about the Achieve Open Educational Resource (OER) Rubrics and OER Evaluation Tool. This includes a handbook, videos and set of presentation slides that give instructions on how to apply the rubrics and use the online tool, as well as examples of what different ratings mean under each rubric. The information included in in the handbook, videos and slides is meant to mirror one another, with specific examples included in the handbook and slides. Multiple ways to read and share this information gives educators the opportunity to use the resource(s) that are most useful for them. Achieve Open Educational Resources Evaluation Tool Handbook

Inclusive Teaching Resources and Strategies In any discipline or field, a key goal as well as challenge is supporting the learning of all students. Through programs, consultations, and resources, CRLT supports teachers in creating learning environments where students of all identities and backgrounds can flourish. This page features a range of online resources that define inclusive teaching and provide specific strategies for practicing it. CRLT Resources Framework for Information Literacy for Higher Education Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. PDF Version

2010 ADA Standards for Accessible Design The Department of Justice’s revised regulations for Titles II and III of the Americans with Disabilities Act of 1990 (ADA) were published in the Federal Register on September 15, 2010. These regulations adopted revised, enforceable accessibility standards called the 2010 ADA Standards for Accessible Design, "2010 Standards." On March 15, 2012, compliance with the 2010 Standards was required for new construction and alterations under Titles II and III.

GOING DIGITAL: Faculty Pespectives on Digital and OER Course Materials — The Campus Computing Project Although the movement in course materials in colleges and universities is clearly from print towards digital, the survey data suggest it will be a slow process. Asked when they thought the majority of their course materials would be primarily digital, fully a fourth of the surveyed faculty indicated “never,” while another 9 percent said by fall 2022, and 17 percent indicated by fall 2020. In contrast, fully a sixth (16 percent) reported that majority of their current course materials were digital as of fall 2015, and a third (34 percent) anticipated primarily digital course materials by fall 2018.

Paving the way toward inclusive Open Education Resources Open Educational Resources (OER) The term “Open Educational Resources” (OERs) was created at UNESCO’s 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries to describe a new global phenomenon of openly sharing educational resources in 2002. This campaign to make freely adaptable content known as OER widely available has gathered momentum. Subsequently, a global community of OER producers has emerged and institutions are incorporating these resources into their teaching and learning strategies. OER is consistent with UNESCO’s constitutional commitment to “the free exchange of ideas and knowledge”. Learning materials freely available for adaptation and re-purposing can expand access to learning of better quality at lower cost. The rapid expansion of technology-mediated approaches to deliver learning worldwide has accentuated the sharing and relevance of OER and amplified this global phenomenon.

16 OER Sites Every Educator Should Know Open Educational Resources | Feature 16 OER Sites Every Educator Should Know By Dian Schaffhauser07/02/14 Open educational resources not only save students from triple-digit (or more!) Open Educational Resources (OER) We use cookies to give you the best experience and to help improve our website. How we use cookies. Thanks for letting me know Open Educational Resources (OER) Explore this resource site—a collection of all EDUCAUSE resources related to open educational resources (OER) in higher education.

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