The EDU will offer virtual sessions of Examining Geographic Bias in our Curricula and Inclusive Learning for Students with Specific Learning Difficulties/Differences (SpLDs).
Book your place using the links below.
Focus on Examining Geographic Bias in our Curricula Friday 05 March 10.00-13.00
This workshop will explore to what extent geographic bias (specifically a bias toward research from high-income countries) may exist in the faculty and the curricula at Imperial College London. This stems from the well-documented observation that research from prestigious institutions, many of which are in high-income countries, is more frequently published and cited in the research literature.
We situate this workshop within the broader debate surrounding the “decolonization” of the higher education, and query which role reading lists may or may not play in the process. This workshop consists of a series of small group discussions and plenaries.
A Practical Guide to Inclusive Learning for Students with Specific Learning Difficulties/Differences (SpLDs) Discussion session, 12 March 10.00-11.00
A successful project bid was made to the Excellence for Teaching and Learning Fund to improve teaching and learning for students at Imperial with SpLDs, such as dyslexia. One of the outputs of this project is an interactive e-learning resource that will be useful to anyone involved in teaching.
This resource will help you to make your programmes more accessible for students with SpLDs. Such good inclusive practice helps all students and it can be indispensable to the 10% of Imperial students with SpLDs, enabling them to reach their full potential at College.
e-learning resource (requires approx 75 mins to complete)
Live discussion session
For those who have engaged with the resource, we will be holding a discussion and Q&A session at 10.00-11.00 on 12 March 2021 in MS Teams. Register to attend.
Feedback from course participants:
Most useful things I’ve learnt…
“The different adaptations to make learning materials inclusive and more accessible.”
“The range of different technologies to support note taking, speech-to-text, revision, avoiding distractions. Also, the broad cognitive differences of SpLDS (processing, attention, coordination).”
“Ways to support in 4 key academic skills. Very practical/authentic scenarios.”
Action I plan to take…
“Recommend inclusive technologies to my students and try to make documents I produce more inclusive e.g. non-white backgrounds.”
“I’m already keen on multimodal delivery and varied assessment. I have not paid sufficient attention in the past to anticipatory changes to address the question of processing speed…because students will often have to ‘excavate’ facts and data from a mass of text, for example, I have not made much allowance for SPLD in doing this kind of task.”