{"id":1173,"date":"1901-09-07T09:52:39","date_gmt":"1901-09-07T09:52:39","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/?p=1173"},"modified":"2021-09-07T09:54:11","modified_gmt":"2021-09-07T08:54:11","slug":"inclusive-curriculum-the-open-universitys-three-principles","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/?p=1173","title":{"rendered":"Inclusive curriculum: The Open University\u2019s three principles"},"content":{"rendered":"

The Open University\u2019s mission is to be open to people, places, methods and ideas. We have a similar role as learning designers: we\u2019re committed to meeting the needs of all students.<\/p>\n

Inclusive curriculum is at the heart of this. Here are the three principles developed by the OU\u2019s Access, Participation and Success team to guide curriculum development.<\/p>\n

    \n
  1. Ensure all students can access the curriculum by:<\/strong>
    \nChecking that all material uses inclusive language, and that new and complex terms are clearly explained. A glossary is useful.<\/li>\n
  2. Ensure that all students see themselves reflected by:
    \n<\/strong>Drawing from sources that reflect a wide range of diversity
    \nAllowing students to bring in their diverse experiences and backgrounds to contribute to the learning and assessment activities.<\/li>\n
  3. Ensure students are equipped to participate in a diverse world by:<\/strong>
    \nExposing them to a range of culturally challenging opinions and contexts
    \nProviding structured opportunities to build understanding of and respect
    \nfor diversity and the contribution diversity makes in an international context.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

    The Open University\u2019s mission is to be open to people, places, methods and ideas. We have a similar role as learning designers: we\u2019re committed to meeting the needs of all students. Inclusive curriculum is at the heart of this. Here are the three principles developed by the OU\u2019s Access, Participation and Success team to guide […]<\/p>\n","protected":false},"author":28,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[54],"tags":[],"class_list":["post-1173","post","type-post","status-publish","format-standard","hentry","category-transcript"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/posts\/1173","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/users\/28"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1173"}],"version-history":[{"count":4,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/posts\/1173\/revisions"}],"predecessor-version":[{"id":1177,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=\/wp\/v2\/posts\/1173\/revisions\/1177"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1173"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1173"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1173"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}