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Each presentation during the Lightning Session will be six minutes, using a maximum of six slides. These rapid fire presentations will serve as a great introduction to projects, resources and approaches to inclusive education design across the sector.
Team work has become increasingly popular in the post-secondary classroom. For many instructors, this practice is grounded in a socio-constructivist perspective on learning and represents their first intuitive effort to move away from teacher-centric pedagogical practices.
Team work however is not inherently accessible and it creates multiple hurdles for a variety of diverse learners.
This session will examine how to resolve this tension between two important objectives of student-centered learning.
Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/ ?
Caprara, L., & Caprara, C. (2021) Effects of virtual learning environments: A scoping review of literature. Education and Information Technology. https://doi.org/10.1007/s10639-021-10768-w ?
Hayden, C.L., Carrico, C., Ginn, C.C., Felber, A., & Smith, S. (2021) Social Constructivism in Learning: Peer Teaching & Learning. Pedagogicon Conference Proceedings, 7. https://encompass.eku.edu/pedagogicon/2020/learningpartners/7 ?
Schreiber, L. M., & Valle, B. E. (2013). Social Constructivist Teaching Strategies in the Small Group Classroom. Small Group Research, 44(4), 395–411. https://doi.org/10.1177/1046496413488422 ?
Dr Frederic Fovet
Associate Professor, School of Education and Technology, Royal Roads University
Widening of access and participation in higher education has increased in recent decades. We need to ensure that learning and teaching practices reflect the diversity present in the classroom. This work explores the barriers to implementing inclusive assessment in higher education and the creation of a professional development course.
Witnesses report educators are running from their classrooms because they don’t have the tools needed during these chaotic times. During this presentation, we will focus on WHY Universal Design for Learning is an essential tool in boosting student ownership, which will improve their academic success and social-emotional well-being.
Dr Brian Butler
Advisor for Inclusive Education and Centre for the Integration of Research, Teaching and Learning Fellow, University College Cork
Dara Ryder flips the focus in the conversation around academic integrity from the students to the system. Do traditional methods of assessment actually support learning and if not, how can we change them to measure students learning outcomes without causing undo pressure or stress?
AHEAD Data Centre with information on students with disabilities
UCD Case Studies & Steps for Offering Equitable Choice in Assessment?
