Inclusive Frameworks in Online STEM Teaching and Learning

Veuger, Stephany Jane; Butler, Diane; Wood, Peter and Potter, Andrew (2023). Inclusive Frameworks in Online STEM Teaching and Learning. In: Keengwe, Jared ed. Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning. IGI Global, pp. 28–51.

DOI: https://doi.org/10.4018/978-1-6684-9072-3.ch002

Abstract

In recent years, many higher education providers have looked to audit the inclusivity of their learning and teaching through the use of an inclusive curriculum ‘framework,' ‘charter,' or ‘toolkit.' The development and implementation of just such a ‘toolkit' is one of a suite of measures the Open University is using to address issues around the degree awarding gaps which have been identified as priority areas in our access and participation strategy (APS). The ICT's three principles are: 1) Is the material accessible to diverse groups of students; in terms of the language and images used)? 2) Will diverse groups of students see themselves reflected in the material? 3) Does the material equip students to participate in a global and diverse world? This chapter will share the learning from use of the ICT in STEM, its limitations as an auditing tool, the transformative effect on practice it has had on reviewers, and critical perspectives on the extent to which it enables or inhibits broader inclusivity approaches such as decolonisation.