Course outlines for accessible, inclusive, and equitable blended learning - Presentation at UCT's Teaching and Learning Conference 2022

1. Course outlines for accessible,
inclusive, and equitable blended
learning
Cheryl Hodgkinson-Williams, Lauren Butler, Widad Sirkhotte and
Nadine Hamman (with Chantal Samuels and Thula Vilakati)
Redesigning Blended Courses Project
Centre for Innovation in Learning and Teaching

2. Think
space
Overview
1. Trigger problem prompting the “think
space”
2. Universal Design for Learning (UDL)
principles
3. Learning Design process: 6 phases:
Think, Explore, Design, Develop,
Implement, Evaluation (TEDDIE)
4. Apply UDL and TEDDIE to create an
accessible, inclusive, and equitable
Course Outline
o Analyse your own Course Outline
to proactively embed UDL
principles for blended learning (in-
person and online)
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3. Trigger problem
Why redesign your course?
• Need for alternative modes of engagement (e.g. blended learning) during lockdown and/or
loadshedding
• Need to cater for a diverse student population in different circumstances with varying challenges
• Need for equity in very unequal society
© Universities of South Africa
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4. Universal Design for Learning
An approach to designing courses that
incorporates flexibility in how information is
presented, how students are supported in
expressing their developing knowledge and
skills, and how students are engaged in the
learning environment.
Grounded in work of Universal Design
Adapted by CAST to apply to education
Based on neuroscientific research
identifying three networks in the brain that
need to be engaged for optimal learning:
o affective networks: the “why” of learning
o recognition networks: the “what” of
learning
o strategic networks: the “how” of learning
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The Think phase of the TEDDIE model is a continuous process throughout a
curriculum and learning design process (the golden thread) that prompts thinking
about HOW we approach and manage our course design & development and
WHAT the overall curriculum intent is.
The Explore phase focuses attention on what is to be learned and, why, by whom,
and in what context.
The Design phase addresses the what in terms of teaching and learning
activities, assessments, resources and tools that will be used in the course to
achieve the course and learning outcomes.
The Develop phase focuses attention on how to create / develop / produce
teaching, learning resources, assessment briefs, rubrics using the most suitable
combination of tools in the course to achieve the course and learning outcomes.
The Implementation phase focuses attention on how to organise and enact the
course activities through clear communication, genuine engagement with and
collaboration among students and monitoring, assessment and feedback to
individuals and groups.
The Evaluate phase focuses attention on judging learning product,
programmes, processes or presenters to assess its effectiveness on students
learning.
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6. Course Outline
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7. How do you go about creating your course outline
knowing that you have a wide diversity of students in
your course – e.g., different backgrounds, abilities,
religions, genders, racial populations, languages,
learning preferences?
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8. Course outline document
Where will you store this to make it accessible to students and to
keep it up-to-date?
Consider using a file-sharing and collaboration platform such as Google Docs for your
course outline as permissions for students to “Comment” (not edit) can be set. This
provides the opportunity for students to ask questions or make comments in the Course
Outline. In addition, the sharing options in the Google Doc allow for students to be
identified by their email or anonymised.
An added benefit is that the class schedule can be updated immediately.
UDL Checkpoint 3.3: Guide information processing and visualization
UDL Checkpoint 6.1: Post goals, objectives, and schedules in an obvious place
UDL Checkpoint 7.2: Provide tasks that allow for active participation, exploration or
experimentation
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9. A mind map or graphic organiser of
the course
Have you created a mind map or graphic organiser that illustrates
the key concepts of the course?
Adding a mind map or graphic organiser can help students to mentally orientate to the threshold
concepts and ideas related to the course.
UDL Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships
If you have an image that describes the overall sentiment of the course, or illustrates it as a
system or process Use alternative text to explain what you want students to notice. If it is purely
decorative, indicate this in the Alt text.
UDL Checkpoint 1.3: Offer alternatives for visual information
UDL Checkpoint 2.5: Present key concepts in one form of symbolic representation with an
alternative form (e.g., an illustration, dance/movement, diagram, table, model, video, comic
strip, storyboard, photograph, animation, physical or virtual manipulative)
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10. Convenor, lecturer/s, tutor/s &
administrator details
What essential details about the teaching team can you share with
the students to give them a sense of the team's availability and
experience?
Introducing the teaching, tutoring and administration team and contact details, email
address, virtual / physical office hours, building and office number.
Photos are encouraged and will need descriptions in alternative text if used.
Linking to an existing bio on the departmental website can give the students a better
sense of what the lecturer/s and tutor/s bring to the course.
UDL Checkpoint 8.3: Foster collaboration and community: Provide prompts that guide
learners in when and how to ask peers and or teachers for help OR Encourage and
support opportunities for peer interactions and supports (e.g., peer-tutors)
UDL Checkpoint 5.3: Provide differentiated mentors (i.e., teachers/tutors who use different
approaches to motivate, guide, feedback or inform) 10

11. Where do I begin? Prerequisites, pre-
course tasks, and course curation &
navigation
How can you best prepare your students for the course and help
them navigate how they need to engage with the course in person,
in a blended mode or fully online?
Tell them if there are any prerequisites for the course, e.g., if blended, what equipment is needed.
Tell them what they need to do before the course (e.g., complete a pre-course survey [provide a
direct hyperlink to a Google Form]) & how this will be used in the course
Tell them where the course materials will be kept (e.g., Vula, Amathuba) and how to access them
with a direct hyperlink.
Tell them the date and time of the first session (in-person and/or online) and the associated venue or
video conference meeting.
UDL Checkpoint 6.2: Support planning and strategy development
UDL Checkpoint 6.3: Facilitate managing information and resources
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12. Course introduction: Purpose, Overall
course outcomes: Knowledge
What do students need to know by the end of the course?
Describe the overall aim of the course
How many perspectives do you bring to bear on topics? Whose knowledge is
being privileged, marginalised or silenced?
UDL Checkpoint 7.2: Optimise relevance, value, and authenticity
UDL Checkpoint 8.1: Heighten salience of goals and objectives
UDL Checkpoint 7.1: Involve learners, where and whenever possible, in setting
their own personal academic and behavioral goals
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13. Course introduction: Overall course
outcomes: Skills
What do students need to do by the end of the course?
What skill sets should the students be able to develop (e.g. written, oral, visual
communication, sign language, presentation skills, digital skills, numeracy skills,
graphicacy skills)?
What institutional / faculty / departmental support systems are in place to
develop these skills?
UDL Checkpoint 9.1: Promote expectations and beliefs that optimize motivation
UDL Checkpoint 9.2: Facilitate personal coping skills and strategies
UDL Checkpoint 9.3: Develop self-assessment and reflection
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14. Course introduction: Overall course
outcomes: Dispositions
What do students need to be / reveal / feel by the end of the course?
What ways of being should the students be able to develop (e.g., inclusivity,
self-determination, perseverance, self-regulation, self-motivation, self-belief /
self-efficacy, criticality, reflexivity, tolerance of anxiety and/or frustration)? How
can these dispositions be encouraged, nurtured and acknowledged?
UDL Checkpoint 9.1: Promote expectations and beliefs that optimize motivation
UDL Checkpoint 9.2: Facilitate personal coping skills and strategies
UDL Checkpoint 9.3: Develop self-assessment and reflection
UDL Checkpoint 7.1: Involve learners, where and whenever possible, in setting
their own personal academic and behavioral goals
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15. Learning Outcomes (LOs)
What do students need to know, do and feel in each lesson or
module?
How can what needs to be learnt or felt be broken down or
categorised into smaller parts?
You can make use of Bloom’s Taxonomy to think
about the different levels and kinds of learning
and thinking that students need to undertake.
UDL Checkpoint 3.3 Guide information
processing, visualisation, and manipulation -
“Chunk” information into smaller elements
UDL Checkpoint 6.2 Support planning and
strategy development - provide guides for
breaking long-term goals into reachable short-
term objectives
UDL Checkpoint 8.1 Heighten salience of goals
and objectives - encourage division of long-term
goals into short-term objectives
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16. Pedagogical approaches
What kind of activities would best support the students to
achieve particular outcomes?
Outline the general pedagogic strategies, e.g., lectures, online seminars, guest
speakers, webinars, in-person or online workshops / sprint sessions/ writing sessions,
in-person or online debates, in-person or online Q&A sessions, videos, screencasts,
interactive polling, online quizzes.
Examples of specific pedagogic strategies
Remembering - Guided instruction, Explaining, Coaching, Drill & practice
Understanding - Questioning, Writing, Presenting, Mind-mapping, Hypothesis-
generation, Reflection
Applying - Experimentation, Problem-solving, Scaffolding
Analysing - Mind-mapping, Prompting multiple perspectives
Evaluating - Comparing and contrasting, Taking a position
Creating - Problem-identification, Collaboration, Social negotiation, Peer review
UDL Checkpoint 7.1: Allow learners to participate in the design of classroom activities
and academic tasks 16

17. Assessment
What kind of assessments and assessment strategies would
best reveal to the student and the lecturer how well they
have achieved particular outcomes?
Provide a variety of types of assessments and ways for students to show and express their
learning.
Ideally engage students in discussions on how best to assess the outcomes. Then provide
assignment briefs and associated rubrics, marking guidelines.
Include the breakdown of the course mark.
Ideally offer the opportunity for students to hand in draft assessments for formative feedback
on major assignments.
UDL Checkpoint 8.1: Engage learners in assessment discussions of what constitutes excellence
and generate relevant examples that connect to their cultural background and interests
UDL Checkpoint 6.4: Enhance capacity for monitoring progress
UDL Checkpoint 7.1: Allow learners to participate in the design of classroom activities and
academic tasks
UDL Checkpoint 9.3: Develop self-assessment and reflection 17

18. Technologies and tools
What technologies and tools will enable your students to
achieve the various learning outcomes?
Provide a list of key technologies that will be used in your course as well as for what purpose.
For teaching:
• In-person lectures
• Synchronous online lecture – MS Teams
• Asynchronous lecture - Narrated PowerPoint, lecture recording in UCT venue
For learning:
• Readings & resources - Vula, Amathuba
• Annotating readings - Hypothes.is
• Class discussion - In-person, Jamboard, Padlet, MS Teams chat or unmute and speak
• Informal class chats – WhatsApp
For assessment:
• Informal feedback via interactive polling - Wooclap
• Formal grading - Gradescope
UDL Checkpoint 2.5: Illustrate through multiple media
UDL Checkpoint 4.2: Optimize access to tools and assistive technologies
UDL Checkpoint 7.2: Provide learners with as much discretion and autonomy as possible by providing
choices in the tools used for information gathering or production
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19. Structure and scheduling of the
course
How can you easily display the overall structure and
scheduling of the course?
Use and separate learning outcomes into topics to see the overall structure of the course,
perhaps using a graphic organiser to illustrate how the learning outcomes and topics relate
to each other.
Provide a schedule with the number and type of sessions, dates/deadlines, times, weekly
topics, lecturer/s, activities, resources, tools and assessment topics. Hyperlink to lecture
presentations, resources, assessment briefs and rubrics, if suitable.
UDL Checkpoint 3.3: Guide information processing and visualization
UDL Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships
UDL Checkpoint 6.4: Enhance capacity for monitoring progress
UDL Checkpoint 6.2: Support planning and strategy development
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20. Optimal use of the course
outline
How can you assist students to make optimal use of the
course outline?
Distributing the course outline well before classes start so that students have
time to plan.
• UDL Checkpoint 6.2: Support planning and strategy development
Discussing the course outline in an orientation session or first class to allow for
queries and clarifications. Lecture-capturing the discussion can automatically
provide closed captioning and the availability of a transcript.
• UDL Checkpoint 8.1: Heighten salience of goals and objectives
Updating and communicating changes, when necessary, the course outline
(which includes the course schedule of activities, assessments and resources)
to better reflect the actual implementation of the course to keep students on
track and help reviewing for tests and exams.
• UDL Checkpoint 6.3: Facilitate managing information and resources 20

21. Evaluation of course outline by
students
How accessible and useful was the Course Outline to your
students?
If you share the Course Outline on a shared platform (e.g. Google Doc) then you can set
permissions for students to “Comment” (not edit). This provides the opportunity for
students to ask questions or make comments in the Course Outline immediately. In
addition, the sharing options in the Google Doc allow for students to be identified by their
email or anonymised.
Alternatively you can arrange a quick feedback exercise in the first week of the
semester and ask students to comment on accessibility, clarity and comprehensiveness of
the course outline and make changes in response to their comments. (You could hold in-
persons discussions, use a Google Form, a question posed on Padlet, a Poll on MS
Teams, etc.). This also provides an opportunity to discuss suitability of dates, times,
platforms and tutorial groups.
UDL Checkpoint 3.3: Guide information processing and visualization
UDL Checkpoint 4.2: Optimize access to tools and assistive technologies
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Next steps
Use these resources linked below to redesign your own course outline for accessibility, inclusivity, and equity:
Template
o Download / make a copy of the template to create your own course outline that includes all the elements that are part of an
accessible, inclusive, and equitable document.
Guidelines
o Here you can find the complete list of elements to review your course outline. These guidelines are underpinned by the TEDDIE
model and UDL principles.
Checklist
o Use this checklist to help you work through your course outline as you redesign it to create a more accessible, inclusive, and
equitable document.
Universal Design for Learning Guidelines from CAST
o Use the link above access the CAST website where you can find further information and details about Universal Design for Learning.
© Universities of South Africa
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