1. Professor Christine Hockings Institute for Learning Enhancement University of Wolverhampton. Developing the Inclusive Practitioner: Open Educational Resources (OER) to support the continuing development of ‘Professional Values’ in HE 16 th Annual SEDA Conference 2011 Using Technology to Enhance Learning Aston Business School 17 th & 18 th November

2. Background Phase 2 of the HEFCE-funded Open Educational Resources (OER) programme. Open Materials for Accredited Courses (OMAC) supported by JISC and HE Academy (30 post grad credits) Meet the UK Professional Standards Framework for Teaching and Supporting Learning in HE (UK PSF) Permit “global reuse and repurposing” under CC licence Focus on Digital/info literacy; Education for sustainable development; Development of the Inclusive curriculum.

3. Why inclusive curriculum? Maximum tuition fees - commitment to widening access; Degree attainment gap affecting black ethnic minority and male students (Broecke & Nichols 2007); Equality Act 2010 - focus on the treatment of ‘protected categories’ in HE; UKPSF - university teachers must demonstrate ‘commitment to and respect for both individual learners and diverse learning communities’ (HEA 2010). University of Wolverhampton – highly diverse student population, track record in widening participation, nationally recognised research in the learning and teaching of diverse students.

4. Learning and teaching for social diversity and difference in HE Key questions How do teachers academically engage all students within diverse groups? How can we facilitate development of inclusive learning environments? What are the implications for policy and practice in university teaching? Learning and teaching for social diversity and difference in HE www.wlv.ac.uk/teaching4diversity www.wlv.ac.uk/teaching4diversity

5. Principles & practice Play video Create safe, inclusive spaces Get to know students as individuals Establish ground rules for collaborative learning Harness students’ experience and knowledge Start with what students know, then apply theory (biographical turn) Connect with students’ lives and future aspirations Facilitate uncertainty, confusion & difference Encourage public articulation of thinking & problem solving Teach reflexively and with sensitivity to differences Mindful of impact of own beliefs and identity on student learning Coordinate interaction, mixing different students (with a purpose) Anticipate, prepare & respond flexibly to different and emerging requirements and interests Respond flexibly to emerging needs and interests of student

6. Learning to Teach Inclusively Module Unit 2 3 units Content, activities, forum, assessment, links to other resources, etc. Over 100 video clips in a range of subjects. All subtitled. Available from Open Jorum &/ selected clips in module Module developed using Xerte for accessibility Available via OU Labspace or via UoW website. Down load and repurposing guide with video tutorial Currently embedded in UoW PG Cert

7. Impact of OER on the learning environment? 193 people visited our module 544 times in 73 days On average, every third visitor is a new visitor. Visits came from 17 countries (Australia, Canada, Chile, Columbia, Finland, Indonesia, Ireland, Latvia, Netherlands, Poland, Portugal, Singapore, Spain, Switzerland, South Africa, UK, USA) UK visits came from more than 60 cities Video resources deposited on Open Jorum were viewed 505 times (as at 27 October 2011). I think you have chosen an angle on promoting inclusive teaching within the disciplines which is very attractive to us. There may be potential for using your resource in our probationary lecturers’ programme…It would certainly seem to offer an opportunity for developing teachers, to review the teaching of peers, at their own pace and at a time of their choosing. I am sure that will be most attractive’. (Director of Learning and Teaching Enhancement, University of Bath). Future outreach work with UoW Schools, universities in UK and potentially Australia.

8. References and links Hockings, C (2011) Hearing voices, creating spaces: the craft of the ‘artisan’ teacher’ in a mass higher education system. Critical Studies in Higher Education 52 (2) 191-205 Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research. York HEA. Hockings, C., Cooke, S., & Bowl, M. (2010). Learning and teaching in two universities within the context of increasing student diversity: complexity, contradictions and challenges. In M. David (Ed.), Improving learning by widening participation. London: Routledge. OER module Learning to Teach Inclusively www.wlv.ac.uk/LTImodulewww.wlv.ac.uk/LTImodule OER Learning to Teaching Inclusively Project website www.wlv.ac.uk/teachinclusivelywww.wlv.ac.uk/teachinclusively