LCC is planning fully online courses for 2022-23 including an introduction to inclusive learning design. Templates will be created to provide a consistent online learning experience with accessible interfaces and navigation. Courses will include effective orientation, learning content, engaging activities, learner support, and assessment. Training will be provided on Moodle, interactive tools, and accessibility. The UAL inclusive blended learning model combines asynchronous self-paced activities with synchronous live activities, providing flexibility and engagement for all students. An example design includes an asynchronous forum discussion and synchronous class discussion to inform a collaborative asynchronous activity.

1. LCC Online Courses & Inclusive Blended
Learning design training
Elena Hernandez-Martin Darren Gash

2. LCC fully Online learning courses
LCC fully online courses 2022/23: Introduction to the Inclusive Learning Design model 2
• Introduction to Design, Media and Screen - Level 3 (2022-23)
• Cert HE (2022-23)
• MA Animation (2023-24)

3. Example timeline
LCC Online course planning 3
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
Planning
Prep 1
Production
Copy writing
Testing/feedback
Launch
templates

4. What do we want to achieve?
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LCC Online course planning 4
- A positive and consistent online learning experience
- Accessible and flexible learning
- High quality sustainable learning content/activities
- Supportive environment for learning and teaching

5. How do we want to achieve it?: Part 1
Behind the scenes:
Providing a flexible course/site framework (templates)
• that have easy-to-use accessible interfaces
• with a consistent intuitive navigation
• that incorporate the necessary elements:
Effective
Course Orientation
Learning designed
content
Engaging Activities,
Interaction & Collaboration
In line Learner Support Useful assessment
and feedback opportunities
A positive learning experience

6. Exemplary
course:
Logistics
LCC Online course planning 6
 Unit’s content is designed following an online learning
design model
 Sites are created using consistent templates
 Content is populated using Moodle pages, books, lessons,
h5p...
 Introduction and content videos are included
 Sound interaction and collaboration opportunities are
included as well as engaging forms of
assessment/feedback
 Learner support signposting is found within the
course.
Course Orientation
Learning design
Learning Activities
Learner Support
Assessment
Course Orientation
Learning design
Course Orientation
Course Orientation
Learning design
Learning design
Learning design

7. Mapping the Units for online learning
LCC Online course planning 7
Activity
Forum
Section A title
Unit Week 1 title
1.1 Intro Page (Article)
1.3 Content Page (Article)
1.2 Content Page (Video)
1.1 Intro Page (Article)
1.2 Content Page (Video)
1.1 Content Page (Article)
Activity
Forum

8. Example of templates

9. 9
Course orientation/logistics
Course content

10. 10
Main content
Extras
Activities
Consistent week structure
(TOC)

11. 11
Specific content
Regular items
Regular items

12. 12
Activities
Main content

13. 13

14. 14
Extras:
Downloads,
Reading/Viewing
lists, Interaction,
Communication, ...

15. 15
Time estimates?
Week book
Other content
Quizzes
Reading/Viewing list
Downloads
Interaction
Communication

16. How do we want to achieve it?: 1
LCC Online course planning 16
Behind the scenes: Providing a flexible Course/site framework (templates)
• that have easy-to-use accessible interfaces
• with a consistent intuitive navigation
• that incorporate the necessary elements:
Effective
Course Orientation
Learning designed
content
Engaging Activities,
Interaction & Collaboration
In line Learner Support Useful assessment
and feedback opportunities
A positive learning experience

17. How do we want to achieve it?: Part 2
LCC Online course planning 17
Beside the scenes:
Underpinning the online provision with knowledge and fit-for-purpose (short)
demo/training sessions
• Moodle basics
• Interactive resources: H5P, Miro, Padlet
• Accessibility
• Learning Design

18. Learning design model: Deciding factors
LCC Online course planning 18
Lecturers
availability
Appetite
Project
timeline/deadlines

19. LCC Online course planning 19
1. Fit for purpose
2. Relevant
3. Easy to apply
Learning design model: Deciding factors

20. UAL inclusive blended learning design

21. What is inclusive blended learning?

22. What is inclusive blended learning?
 Blended
 The combination of asynchronous
(self-paced) online and synchronous
(live) online and on-site delivery
22
Exploring inclusive blended learning
Asynchronous
(self-paced)
Inclusive
blended
learning
Synchronous
(live)

23. What is inclusive blended learning?
 Blended
 The combination of asynchronous
(self-paced) online and synchronous
(live) online and on-site delivery
 Inclusive
 Opportunity for all students to actively
engage regardless of location, time,
pace
 Flexibility in modes of delivery and
engagement
23
Exploring inclusive blended learning
Asynchronous
(self-paced)
Inclusive
blended
learning
Synchronous
(live)

24. What is an inclusive blended learning design?

25. • Content focused activities:
• students interact with course
materials e.g. read a text and
post a comment
• Students produce an artefact
e.g. create and share a photo
Activity 1
• Contact focused activities:
• Students interact with tutor e.g.
discuss text
• Students interact with peers
e.g. comment on each other’s
work
Activity 2
1: a sequence of at least two activities
25

26. • Content focused activities:
• students interact with course
materials e.g. read a text and
post a comment
• Students produce an artefact
e.g. create and share a photo
Asynchronous
• Contact focused activities:
• Students interact with tutor e.g.
discuss text
• Students interact with peers
e.g. comment on each other’s
work
Synchronous or
asynchronous
2: takes place asynchronously or synchronously
26

27. • Content focused activities:
• students interact with course
materials e.g. read a text and
post a comment
• Students produce an artefact
e.g. create and share a photo
Asynchronous
• Contact focused activities:
• Students interact with tutor e.g.
discuss text
• Students interact with peers
e.g. comment on each other’s
work
Synchronous or
asynchronous
3: provides feedback that inform subsequent activities
27
Feedback

28. An example inclusive blended learning design

29. Example inclusive blended learning design part 1
29
• Students read an article
and critically respond in
a group forum while
commenting on at least
one other post
Asynchronous
activity
• The tutor highlights
ideas from the forum for
further discussion, using
the result as a launch
pad for the lesson and
class activities.
Synchronous
activity

30. Example inclusive blended learning design part 2
30
• Students read an
article and critically
respond in a group
forum while
commenting on at
least one other post
Asynchronous
activity
• The tutor highlights
ideas from the forum
for further
discussion, using the
result as a launch
pad for the lesson
and class activities
Synchronous
activity • Working collaboratively,
students select a theme
or subject from class
and compose a shared
document
Asynchronous
activity

31. Example inclusive blended learning design part 3
31
• Students read an
article and critically
respond in a group
forum while
commenting on at
least one other post
Asynchronous
activity
• The tutor highlights
ideas from the forum
for further
discussion, using the
result as a launch
pad for the lesson
and class activities
Synchronous
activity • Working collaboratively,
students select a theme
or subject from class
and compose a shared
document
Asynchronous
activity
Session is
recorded

32. arts.ac.uk
Thank you