News

Event Summary of ‘Making IT* Happen: from strategy to action’ at the University of Leicester

*Inclusive teaching

The following post was written by Emilie Poletto-Lawson, who has been a BILT Fellow since January 2018. 

I am a BILT fellow (based in Academic Staff Development), working on the BILT theme of inclusive assessment. On the 14th of November 2018 I attended a two-part workshop lead by Pete Quinn (Pete Quinn Consulting) and Dr Mike Wray (inclusininhe.com) that explored inclusion from theory to practice at University of Leicester.

The first part of the day focused on inclusivity from a disability perspective and the session looked at the current situation in universities regarding inclusivity and reflected on where we are at 8 years after the Equality Act was introduced.  Even though all stakeholders agree on inclusivity in principle, “making it happen” can prove somewhat difficult as new initiatives can meet resistance. Lecture Capture (new in some institutions) would be a very good example, it is a very important step for a great number of students and, in particular, students with a disability and yet this practice is still being greatly challenged by lecturers within universities and in the news. The main criticism is that students no longer attend lectures but the USS pensions-strike in 2018 also highlighted issues regarding who owns the rights to the recordings.

While universities must assure legal compliance, it is important to define what it is “reasonable” when it comes to reasonable adjustments we make to support our students learning. Pete Quinn highlighted the risk, stated by the Inclusive Teaching and Learning in Higher Education as a Route to Resilience publication, of “insufficient institutional oversight” which could lead to “unduly influenced [decisions] which are made by what individual members of staff perceive as reasonable” without a proper understanding of what the Equality Act requires or with appropriate emphasis being placed on relevant considerations”. It is therefore essential to break silos of practice within an institution and ensure all the relevant stakeholders work together to assure consistent and appropriate adjustments are in place.

Pete Quinn also presented the overview by Abi James (Assistive Learning Ltd) of public sector website and application regulations that all websites will need to comply with to ensure accessibility for all. Websites and content shared on intranets and extranets (this includes Blackboard) created after 23.09.18 will need to be compliant by September 2019, with anything created before 23.09.18 has September 2020 as a deadline. Finally, the deadline for mobile apps will be September 2021. You can find more information on this on the government’s website.

After looking at the work of the Office for Students, the Office of the Independent Adjudicator and the equality and human rights commission we reflected on our institutions’ situation regarding the following themes:

  • Non-medical help provision
  • Assistive technology
  • Lecture capture
  • Inclusive teaching, learning and assessment policy
  • Inclusive teaching, learning and assessment in practice
  • Placement and internships

 

In the afternoon, Mike Wray presented Inclusive Learning and Teaching and Assessment Framework (ILTAF), an audit framework to help universities improve their level of inclusivity. The framework contains four sections:

  • Quality assurance
  • Before teaching
  • During teaching
  • Assessment

We were also given time to discuss inclusive learning and teaching in our institutions with a view to share good practice, agree goals and take stock in the future.  I am very grateful to colleagues from the Universities of Leeds, Durham, Bath and Edinburgh for very interesting exchanges.

What next?

A number of questions arose from the day and left me wondering how best to initiate change and champion inclusivity within Bristol and what can we do in our practice to support this?  I will be working on developing a self-assessment document that would support unit/programme leads in reviewing inclusive assessment (and teaching) practices across their units and programmes.

If you are interested in finding out more on inclusive practice, you might want to look into the following MOOC, from the University of Southampton, recommended by the speakers: Inclusive Learning Teaching.

Here are a few reading suggestions from the event:

On key actors and texts regarding inclusivity mentioned by the speakers:

http://www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf

https://www.officeforstudents.org.uk/

http://www.oiahe.org.uk/

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/587221/Inclusive_Teaching_and_Learning_in_Higher_Education_as_a_route_to-excellence.pdf

https://www.equalityhumanrights.com/en

 

 

News

Should all assessments be inclusive?

The following post was written by Emilie Poletto-Lawson, an Educational Developer and BILT Fellow. 

I am a BILT fellow based in Academic Staff Development where I work as an Educational Developer. I have been working on the BILT theme of assessment – focusing on inclusive assessment since February 2018. I am undertaking a literature review with a view to making recommendations around inclusive assessment principles that we can embed into our units and programs at the University of Bristol to work alongside our institutional principles on Assessment and Feedback.

From my reading to date the  main take away is that inclusivity is predominantly discussed as a means for supporting students with disabilities. It is very much viewed as a deficit approach to considering assessment, however, I strongly believe it is far more than that, we want to be inclusive of all learners and for inclusive assessment to actually be more inclusive.

As part of my BILT fellow role I recently attended an event at the University of Leicester called “Making IT* Happen: from strategy to action (*Inclusive Teaching)’, led by Pete Quinn and Mike Wray (blog available here). The focus was very much on supporting disabled students in our institutions and ensuring universities are legally compliant with the Equality Act. In preparation for the event, the experts highlighted good practice in the work we do at Bristol, for example we received positive feedback on our institution website regarding inclusivity (http://www.bristol.ac.uk/disability-services/study-support/reasonable-adjustments/) and in particular videos created by Louise Howson from Academic Staff Development (http://www.bristol.ac.uk/staffdevelopment/academic/resources/learning-and-teaching-resources/learning-and-teaching-videos/ ).

Regarding the literature review I am working on, when researching the key words “inclusive” “assessment” in “higher education”, I obtained 9596 results in ERIC and yet, going through the abstracts not that many articles encompass all three parameters. It appears there might be a gap in the literature here despite inclusivity being key to university strategies in the UK and beyond for a number of years now. So far, the key emerging themes from my searching can be seen below.

Inclusive Assessment in Higher Education map created by Emilie Poletto-Lawson
Created with Mindmeister 21.09.2018

In the US literature the Inclusive aspects of articles relates to the idea of an inclusive campus and looks at inclusivity from the selection process (access) to the students completing their degree (success). In the UK, the literature shows there is an acknowledged need for policies, strategies and processes as well as professional development to bring about inclusive practices.

Initial readings suggest there is a rhetoric of inclusivity as a given good, but it is difficult to identify concrete examples, especially when it comes to assessment. The literature review is the first step to articulate a clear definition before focusing on what inclusive assessment means for us at the University of Bristol.

If you are interested in this topic why not read “Against being Inclusive” by Jeffrey Carlson, interim provost and Vice President for Academic Affairs at Dominican University? I appreciate it might be an odd recommendation since this post advocates that all assessments should be inclusive, but I think this article, published in 2016, does offer food for thought and reinforces the need to clearly define what we mean by “inclusivity” before we move to making recommendations at Bristol.