Making a Difference--Inclusive Learning and Teaching in Higher Education through Open Educational Resources

Autor/inn/en	Hockings, Christine; Brett, Paul; Terentjevs, Mat
Titel	Making a Difference--Inclusive Learning and Teaching in Higher Education through Open Educational Resources
Quelle	In: Distance Education, 33 (2012) 2, S.237-252 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2012.692066
Schlagwörter	Higher Education; Curriculum Design; Distance Education; Values; Educational Resources; Inclusion; Mainstreaming; Student Diversity; Guidelines; Educational Methods; Teaching Methods; Foreign Countries; Open Universities; Educational Technology; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrplangestaltung; Distance study; Distance learning; Fernunterricht; Wertbegriff; Bildungsmittel; Inklusion; Richtlinien; Educational method; Erziehungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Offene Universität; Unterrichtsmedien; Großbritannien
Abstract	Recently there has been growing concern about the ways in which professional values such as "acknowledging diversity and promoting equality of opportunity" (Higher Education Academy (HEA), 2006, p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational resource (OER) is addressing this concern by facilitating understanding of the concepts and principles underpinning these professional values. We outline a set of principles for inclusive practice and show how they underpin not only the content of this resource, but also its design, development, and embedding. We argue that while these principles were derived from research in face-to-face teaching, they are just as relevant and applicable to learning, teaching, and curriculum design in distance learning and virtual contexts. Finally, we outline three models for embedding the OER and propose a model for embedding inclusive practice through OER across HE. (Contains 3 figures and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10