Selected Learning Resources on…
Inclusive design: design that considers the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference (Inclusive Design Research Centre, OCAD University, Toronto, ON).
What is Inclusive Design? and The Inclusive Design Guide Inclusive Design Research Centre, OCAD University (Website)
“Inclusive design keeps the diversity and uniqueness of each individual in mind. As individuals spread out from the hypothetical average, the needs of individuals that are outliers, or at the margins, become ever more diverse. Most individuals stray from the average in some facet of their needs or goals. This means that a mass solution does not work well. Optimal inclusive design is best achieved through one-size-fit-one configurations.”
What If? and What’s Wrong? by Sherry Spelic
“Our students can see inequality. Many of them experience its injustices on a daily basis. Precisely here is where I would like to see us focus our educator energies: on helping students see and identify the faulty designs throughout our society that plague the most vulnerable among us. In order to dismantle and correct these designs and patterns, they must first be able to notice and name them. That’s the kind of design thinking I hope and wish for: Where ‘what’s wrong?’ drives our pursuit of ‘what if?”
Info-Environmentalism: An Introduction by Mike Caulfield
“Now is the time for an info-environmentalism curriculum. It’s true that information pollution has been a longstanding problem in mass media. But unlike the nightly news, the web is still a collectively maintained and produced environment. We can clean it up. We can pull those televisions and shopping carts and plastic bags out of our shared information streams and Google results.”
Digital Sanctuary: Protection and Refuge on the Web? by Amy Collier
“What responsibilities do universities and colleges have in providing sanctuary for student data and for students’ digital footprints? How might higher education institutions resist the black box algorithms7into which they so freely feed student data? How might “digital” specialists and administrators reflect the caring, protective, and empathetic mindset of sanctuary movements? How might colleges and universities shape, rather than simply adopt, the ways that companies treat data? “
Pedagogy and the Logic of Platforms by Chris Gilliard
“When students find out about microtargeting, social media “filter bubbles,” surveillance capitalism, facial recognition, and black-box algorithms making decisions about their future—and learn that because so much targeting is based on economics and race, it will disproportionately affect them—their concept of what the web is changes.”
Critical Digital Pedagogy and Design by Sean Michael Morris
“What lies at the heart of those literacies also forms the primary concern of critical digital pedagogy: that is, agency. The agency to know, understand, and thereby be able to act upon, create, or resist one’s reality. For the student, this can mean anything from knowing how and why to read terms of service for a digital product or platform; recognizing the availability of networks and community in digital spaces, even in the LMS; understanding the multitude of ways that digital identity can be built, compromised, and protected; discovering methods for establishing presence and voice, and the wherewithal to reach out to others who are trying to discover the same.”
Accessible Learning and Inclusive Design by VIU Teaching and Learning Leadership Council Group Members
Throughout the year five Vancouver Island University faculty members tried new techniques, experimented with different strategies and incorporated a variety of accessible learning design features into their teaching and learning practices.