When “Inclusive Design” is referred to in the higher education context, it is commonly associated with planning and designing learning environments that meet the diverse and variable needs of all students and staff. Nationally, there is currently strong advocacy for New Zealand Government to introduce legislation that would set out minimum access standards for workplaces, institutions and public. In response to this initiative, the University of Auckland has employed the community of interest (CoI) approach this year to address inclusive design as an opportunity to go beyond just awareness of equity issues and take action in the academic community, making a tangible, achievable difference. The Inclusive Design working group has been formed this year as a grassroots movement of learning designers, learning advisors, learning services librarians, disability learning advisors, professional teaching fellows, ITS and Canvas support team members, with the aim to run a promotional and educational campaign, design and implement Inclusive Design principles into academic course LMS /Canvas environment, curriculum design, as well as staff training and professional development venues (online, workshops, publication/promotion, best and worst practice examples and guides). This presentation will address the guiding principles and practice of this grassroots working group, the output and staff training resources currently being developed and applied to ensure both ACODE and Inclusive Design standards are addressed in the new course development. Participants will have the opportunity to gain insight into the CoI collaboration model, the Inclusive Design resources and curriculum development materials they can take away and apply/implement in their instructional practices and work with students and academic staff.

1. Implementation of Inclusive Design
principles in the LMS online course
environment: A CoI approach at University of
Auckland
Neda Zdravkovic, Learning Support Services
Libraries & Learning Services, University of Auckland
International Consortium of Academic Language & Learning Developers (ICALLD) 2018

2. What is
‘inclusive design’?
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3. One could say ‘Inclusive Design’ is more indicative of its aim
– which is to think about designing learning environments
that don’t exclude, disadvantage or create barriers that
might ‘disable’ people.
The University’s equity policy clearly outlines its commitment
to being a fair and inclusive place to study and work.
As staff it is incumbent upon us to facilitate the achievement
of this. Reality?
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5. The way it all started…
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Dr Michele
Leggott, NZ
Poet Laureate

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8. VIDEO 1:
https://www.youtube.com/watch?v=eks3r-nE9lU
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9. Australasian Conference on Open & Distance Education (ACODE) Draft benchmark for Technology
Enhanced Learning
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Learning Design CoI (led by Dr Steve
Leichtweis, Head of the eLearning
Group at UoA)

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11. New Zealand
Government
legislation –
Access Alliance
NZ Accessibility Act
http://www.accessalliance.org.nz/the_accessibility_act
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Grassroots Inclusive Design Project Group
(10 UoA staff members - grassroots)
We are aiming to:
1. Design & offer Staff prof development workshop (April 2018)
2. Create an ‘Inclusive Design” Canvas site with exemplars (work in
progress)
3. Develop an online self-check tool for staff to self-audit / review
their own courses for accessibility and usability.

13. Step 1
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1. Analyse existing resources and legislation, policies and guidelines
2. Consult with Equity Office (team) and Disability Learning Advisors
3. Staff-invited presentations at different occasions to raise awareness
4. NZ Govt organised staff training Web accessibility & Content design
workshops in 2017 – arranged in large lecture theatres at UoA (50+
staff attended)

14. Step 1: Analysis of all existing resources & policies
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15. Video 2
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https://www.youtube.com/watch?v=PQGFshzLPXE

16. Step 1:
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Challenges identified:
a) The “invisible” disabilities & different types of learning disabilities.
Sometimes students not aware themselves or too shy/insecure.
b) Students not obligated to disclose but strongly encouraged
c) Non- disclosed disabilities can become cause of major stress to
both students and staff (e.g. if no one knows, how can one be
supported, etc)
d) Prevention – tips to help teaching staff address these issues before semester starts via
Canvas course design, content, format and structure.
e) Teaching staff time-poor, Canvas course sites often designed 2-3 weeks before
semester starts (staff on leave, research – focused, other teaching commitments, etc)

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Step 2: Create concise, quick –guide type, ‘to-the-point’
resources for UoA staff, first release:

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Second release: online
& print poster for all
UoA staff

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Step 3:
Canvas site
design for
UoA staff
1 – content
2 – learning design
3 – good practice examples
4 – online learning objects,
generic, applicable &
adaptable
5 – eLearning theory &
pedagogy

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22. Video 3
https://www.youtube.com/watch?v=ida6aKPFCYo
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