{"id":9635,"date":"2021-08-23T13:30:28","date_gmt":"2021-08-23T12:30:28","guid":{"rendered":"https:\/\/altc.alt.ac.uk\/blog\/?p=9635"},"modified":"2021-08-26T09:41:58","modified_gmt":"2021-08-26T08:41:58","slug":"i-n-c-l-u-s-i-v-e-learning-design","status":"publish","type":"post","link":"https:\/\/altc.alt.ac.uk\/blog\/2021\/08\/i-n-c-l-u-s-i-v-e-learning-design\/","title":{"rendered":"I.N.C.L.U.S.I.V.E Learning Design"},"content":{"rendered":"<p class=\"info\"> Mari Cruz Garc\u00eda Vallejo, Digital Education Consultant <\/p>\n\n\n\n<p><strong>Digital education consultant Mari Cruz Garc\u00eda Vallejo shares her collaboration with Educational developer Virna Rossi aimed at evaluating the learning design tool &#8216;Inclusive<\/strong>&#8216;.<\/p>\n\n\n\n<p>I.n.c.l.u.s.i.v.e is a learning design tool created by <a href=\"https:\/\/www.inclusivelearningdesign.com\">Virna Rossi<\/a> (University of Ravensbourne) that I have had the opportunity to test recently. The acronym stands for:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Intentionally equitable.<\/li><li>Nurturing.<\/li><li>Co-created.<\/li><li>Liberating<\/li><li>User-friendly.<\/li><li>Socially-responsible.<\/li><li>Integrative.<\/li><li>Values-based.<\/li><li>Ecological.<\/li><\/ul>\n\n\n\n<p>Which are the values that drive the learning design tool. Inclusive provides the beautiful metaphor of considering learning design as a tree whose apparent stillness and holistic-ness is expressed in the synergy of all its elements: leaves, branches, trunk and roots. Inclusive represents an approach to learning design that is upfolding, flexible and resilient at the same time, just like a tree.&nbsp;<\/p>\n\n\n\n<p>The Inclusive learning design workshops are usually delivered over two sessions to give participants space to mull over the different elements of the \u201ctree-design\u201d and how to identify those elements in their own courses. The first workshop is focused on a holistic approach to course design or -in own Virna\u00b4s words- \u201cthe whole picture\u201d. and the second workshop focuses on the students\u00b4 journey, in particular assessment and feedback.<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" src=\"https:\/\/lh6.googleusercontent.com\/lI16uRuNeV9h9OjAPh1fi7L3aBJBlgAXNhDx5b8MWZeq7UTgNS4AYVRMqwyWPLQ_WmG2bxheFocr4u90lY9uPkXwlZsnIgGrW9A_V6xD6XeUgG7hbhXDyWlD5o_7wee8jEZbuB0\" alt=\"C:\\Users\\vrossi\\OneDrive\\virnas stuff\\roots-branch3.jpg\" \/><figcaption>&nbsp; The \u201cInclusive\u201d Learning Design Tree<\/figcaption><\/figure>\n\n\n\n<p>The learning design journey starts when participants are invited to \u201cdraw their own tree\u201d starting by the \u201croots\u201d or values upon which they want to set up the foundations of their course, programme or curriculum. Once the roots\/values have been established, the first workshop explores the \u201cbranch\/element\u201d of setup and engagement (the context) looking at aspects such as:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>How is going to be the setup of the physical and\/or digital space of the course?<\/li><li>How orientation and induction will take place.<\/li><li>The needs for analysis and diagnostics within the course\/programme and how data will be collected throughout the course.<\/li><\/ul>\n\n\n\n<p>The second workshop covers two important \u201cbranches\u201d of learning design:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Input and practice, including both content and content delivery and with special emphasis on accessibility.<\/li><li>Output (Assessment) and feedback<\/li><\/ul>\n\n\n\n<p>In the second workshop the participants learn how to map their courses into <strong><em>thresholds concepts<\/em><\/strong><em>.&nbsp; <\/em>In this context, a<strong><em> concept<\/em><\/strong> can be defined as \u2018<em>a unit of thought or element of knowledge that allows us to organize experience\u2019<\/em> (Donald 2001). Threshold concepts are akin to portals, liminal spaces that \u201copen the door\u201d to the learner to a new or previously inaccessible way of thinking about something. In this second workshop, participants are invited to define the threshold concepts of their course or programme: the key concepts or <em>gateway<\/em>s that students need to apprehend in order to <em>transform<\/em> their current knowledge into something new.<\/p>\n\n\n\n<p>How can we identify those threshold concepts in course design?&#8230; This is the most difficult task-at least for me-of the Inclusive learning tool. Threshold concepts are transformative points in the student\u2019s learning experience. They cannot be mistaken with learning objectives and reduced to simplistic sentences such as \u201cby the end of the course the learner will be able to\u2026\u201d. A threshold key concept is a pivotal point that encapsulates the knowledge transformation that the learner goes through.&nbsp;<\/p>\n\n\n\n<p>Identifying and articulating threshold concepts is challenging for instructors and is a threshold concept&nbsp;for instructors themselves as it requires shifting from a &#8216;learning outcomes&#8217; to a &#8216;big ideas&#8217; mindset when it comes to learning design.To illustrate the difference between a threshold concept and a learning outcome, let\u2019s consider, for example,&nbsp; a course about academic integrity and plagiarism.&nbsp;<\/p>\n\n\n\n<p>Possible learning outcomes for the course could be:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Students are able to identify plagiarism in their own work and others\u2019.<\/li><li>Students are able to correctly acknowledge others\u2019 work.<\/li><li>Students are able to create new knowledge based on others\u2019 work.<\/li><\/ul>\n\n\n\n<p>While possible threshold key concepts for the course could be:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Using others&#8217; work without acknowledgment is academic dishonesty.<\/li><li>Using and acknowledging others&#8217; work to develop one&#8217;s work is not a sign of academic weakness.<\/li><\/ul>\n\n\n\n<p>Those actions can be seen as \u2018transformative points\u2019 in a student\u2019s learning experience, hence they are \u2018threshold concepts\u2019.<\/p>\n\n\n\n<p>Yet threshold concepts are not the only \u201cleaves\u201d of the Inclusive learning design tree. In order to help participants, to identify the different elements\/leaves of the \u2018Input and Practice\u2019 and \u2018Output and feedback\u2019 branches, the learning design tool employs a design template in which each element is represented as a card of a particular colour:&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" src=\"https:\/\/lh3.googleusercontent.com\/hUyhUrJiBMS0fHHYV-wpay9xM1rPHuJbUWM77Sqp5IPUPf5EkeTQMCbHJxIwEmQFzyYKPh3eHcXQ3V3zXZ6zZZKo8GNLgTTyVvi5BcEd6bhR9CxQ8AqPrbGgVCJZiw2slJIb9vs\" alt=\"\" \/><figcaption>Design template used by the Inclusive tool<\/figcaption><\/figure>\n\n\n\n<ul class=\"wp-block-list\"><li>Input (green) card is used to identify content types, learning activities, delivery modes (e.g. blended, online, etc.) as well as study modes (e.g. group work, self -study, peer-to-peer interaction). Guest speakers are also represented as input green cards.<\/li><li>Timing (blue) card serves to identify when, in the course or programme timeline, the different cards elements will be introduced: for example, in which day or in which week a particular input or key concept will be introduced.<\/li><li>Assessment and feedback (orange) card is used to map the different assessment and feedback methods included in the course\/programme that is being designed.<\/li><li>Evaluation (also blue) card: Evaluation must not be confused with assessing students\u2019 knowledge. Evaluation cards are used to identify the evaluation methods to compile students\u2019 feedback in a way that can be acted up as well as to evaluate academic standards.<\/li><\/ul>\n\n\n\n<p>The Inclusive design template is used in the second workshop where participants are divided into breakout groups and invited to design a course using the template in Jamboard. This is a real example of how participants complete the Jamboard template during the workshop:<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" src=\"https:\/\/lh3.googleusercontent.com\/Aplco4T9oHPsMlSUFolriQOlKBKBi-MYLRWMiMCDvQy9MrJHqOeMNyDJdDnswcDvwuiro-XrXPc-rlszfysbBDrYtrW4Gc21bh7YsP-HwaDV-mHqjf9WibqZG8PsXM9G1CZA4pc\" alt=\"\" \/><\/figure>\n\n\n\n<p>Participants are given the choice of working on a Jamboard slide as part of the breakout group -because the group synergy helps participants to share challenges and identify solutions- or alone (some participants may prefer that). The breakout groups are made up of people with a variety of roles and perspectives: alumni, colleagues, library staff and other stakeholders. At the end of the session, participants have the opportunity to share their group or individual Jamboard templates with all the groups.<\/p>\n\n\n\n<p>After taking part in those workshops, I can conclude that the Inclusive learning design tool is an&nbsp; intuitive and creative resource: participants enjoy the tree metaphor as it helps them to visually identify the core values of their course as well as to map the different elements that will support those values.<\/p>\n\n\n\n<p>Inclusive learning design is definitively a tool that I would recommend to academic developers, learning designers as well as tutors and facilitators of postgraduate certificates in learning and teaching. The learning design tool is also part of a wider project that Virna is leading: the publication of a book on inclusive learning design, by Routledge, due in Spring 2022. You can get in touch with Virna by Twitter -@VirnaRossi- or emailing her at: inclusivelearningdesign@gmail.com<\/p>\n\n\n\n<p><strong>References:<\/strong><\/p>\n\n\n\n<p>Donald, Janet. (2002). Learning to Think: Disciplinary Perspectives. <a href=\"http:\/\/lst-iiep.iiep-unesco.org\/cgi-bin\/wwwi32.exe\/%5bin=epidoc1.in%5d\/?t2000=024710\/(100)\">http:\/\/lst-iiep.iiep-unesco.org\/cgi-bin\/wwwi32.exe\/[in=epidoc1.in]\/?t2000=024710\/(100)<\/a>.<\/p>\n\n\n\n<p><em>Mari Cruz Garc\u00eda Vallejo is an expert in digital education and a former international telecom consultant. Working for Telef\u00f3nica&nbsp;M\u00f3viles&nbsp;International, she was the founder of the Interconnection Department at the start-up company Group 3G-Quam (Germany). In the United Kingdom, she has worked in three top-ranked universities and was part of the initial team that started the Kuwait Scotland eHealth Innovation Network (KSeHIN), an educational partnership between the Dundee Medical School and the&nbsp;Dasman&nbsp;Diabetes Institute. She is a\u202fSenior Fellow at Advance&nbsp;HE&nbsp;and&nbsp;currently works at Heriot-Watt University (Scotland).&nbsp;<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"Digital education consultant Mari Cruz Garc\u00eda Vallejo shares her collaboration with Educational developer Virna Rossi aimed at evaluating the learning design tool &#8216;Inclusive&#8216;. I.n.c.l.u.s.i.v.e is a learning design tool created by Virna Rossi (University of Ravensbourne) that I have had the opportunity to test recently. The acronym stands for: Intentionally equitable. Nurturing. Co-created. Liberating User-friendly. [&hellip;]","protected":false},"author":1970,"featured_media":9636,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[5,99,1257],"tags":[],"class_list":["post-9635","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-in-my-opinion","category-innovative-practice","category-workshop"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2021\/08\/image2.jpg?fit=1377%2C974&ssl=1","jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":11977,"url":"https:\/\/altc.alt.ac.uk\/blog\/2024\/02\/prompting-engineering-or-ai-literacy-how-to-develop-a-critical-awareness-of-generative-ai-in-education\/","url_meta":{"origin":9635,"position":0},"title":"Prompting engineering or AI literacy? How to develop a critical awareness of Generative AI in education","author":"Karen S Barden","date":"27 February 2024","format":false,"excerpt":"Prompting engineering and Artificial Intelligence (AI) literacy are not, per se, antithetic concepts. As a matter of fact, prompting engineering is part of a higher cognitive process: the ability of formulating a problem in a structured way and following a logical sequence of thought that provides AI conversational agents with\u2026","rel":"","context":"In &quot;Artificial Intelligence (AI)&quot;","block_context":{"text":"Artificial Intelligence (AI)","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/artificial-intelligence-ai\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2024\/02\/Copy-of-Blog-Cover-700-%C3%97-216px-2.png?fit=700%2C216&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2024\/02\/Copy-of-Blog-Cover-700-%C3%97-216px-2.png?fit=700%2C216&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2024\/02\/Copy-of-Blog-Cover-700-%C3%97-216px-2.png?fit=700%2C216&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2024\/02\/Copy-of-Blog-Cover-700-%C3%97-216px-2.png?fit=700%2C216&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":13302,"url":"https:\/\/altc.alt.ac.uk\/blog\/2025\/09\/introducing-phil-vincent-co-chair-of-the-alt-independent-consultancy-career-pathways-sig\/","url_meta":{"origin":9635,"position":1},"title":"Introducing: Phil Vincent, Co-Chair of the ALT Independent Consultancy &#038; Career Pathways SIG","author":"ALT","date":"25 September 2025","format":false,"excerpt":"Phil Vincent, Co-Chair of the ALT Independent Consultancy & Career Pathways SIG Q: What do you do?I\u2019m Head of Digital Education Enhancement & Design in the Digital Education Service at the University of Leeds. I lead cross-institutional work to support the development and delivery of inclusive, accessible, and engaging blended\u2026","rel":"","context":"In &quot;In conversation with&quot;","block_context":{"text":"In conversation with","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/in-conversation-with\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2025\/09\/Blog-cover-image-template-6.png?fit=734%2C550&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2025\/09\/Blog-cover-image-template-6.png?fit=734%2C550&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2025\/09\/Blog-cover-image-template-6.png?fit=734%2C550&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2025\/09\/Blog-cover-image-template-6.png?fit=734%2C550&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":13369,"url":"https:\/\/altc.alt.ac.uk\/blog\/2025\/10\/accessibility-first-inclusive-design-from-the-starting-point\/","url_meta":{"origin":9635,"position":2},"title":"Accessibility first: Inclusive design from the starting point","author":"ALT","date":"15 October 2025","format":false,"excerpt":"Ahead of ALTC 2025, I\u2019ve been thinking about what it truly means to design learning technology with empathy and inclusion at its heart. 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It\u2019s become a kind\u2026","rel":"","context":"In &quot;altc22&quot;","block_context":{"text":"altc22","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/events\/altc22\/"},"img":{"alt_text":"Students Studying","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/08\/Blog-Cover-Guidlines-3.png?fit=1200%2C373&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/08\/Blog-Cover-Guidlines-3.png?fit=1200%2C373&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/08\/Blog-Cover-Guidlines-3.png?fit=1200%2C373&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/08\/Blog-Cover-Guidlines-3.png?fit=1200%2C373&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/08\/Blog-Cover-Guidlines-3.png?fit=1200%2C373&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":6862,"url":"https:\/\/altc.alt.ac.uk\/blog\/2018\/01\/book-review-design-of-technology-enhanced-learning-integrating-research-and-practice\/","url_meta":{"origin":9635,"position":4},"title":"Book Review: Design of Technology Enhanced Learning Integrating research and Practice.","author":"Teresa MacKinnon","date":"8 January 2018","format":false,"excerpt":"In this book, the author Matt Bower sets out to examine research findings relating to the use of Technology Enhanced Learning (TEL) which can be used to enhance our design thinking. 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