The overall ambition of this initiative is to contribute in a shift from the notion of accessibility for separate so called "vulnerable" or "disadvantaged" groups to an inclusive mindset based on Universal Design for Learning (UDL) thinking. As the project will have a triple focus on improving inclusive eLearning from UDL perspective, it will also produce new knowledge for greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity on three levels: firstly, tryout of best inclusive eLearning practices and use of UDL in facing different needs of higher education students on national and transnational levels; secondly, innovative pedagogical and technological skills and mentoring network for educators; thirdly, a model to begin sensitizing faculty and staff on the issues for designing inclusive e-learning within the context of Universal Design for Learning. The project will be carried out in cooperation between six partners one from NGO and five others from higher education from Finland, Sweden, Norway and United Kingdom. The project objectives are: 1) to map and explore inclusive practices of eLearning and implementation aspects of UDL approach in HEIs 2) to develop an evaluation tool and a training model for improving eLearning accessibility from UDL perspective 3) to develop pedagogical and technological skills of staff for improving inclusive eLearning from UDL perspective The main project activities are: 1. Joint Open Call for submission of The Best inclusive eLearning and UDL practices in HEIs. (O1) 2. Transnational Best Practices Conference on inclusive eLearning and UDL/Multiplier Event (E1) 3. Developing an Evaluation Tool (O2) and Training model for inclusive eLearning and implemented UDL (O3) along with processing cases from each participant HEIs. 4. During the case processes intensive programmes for teaching staff at UDL for Learning Camp will be provided (C1-C4), followed by Workshop & Webinars sessions (C5-C8). 5. Production of learning material (O4) to support the training process described above. 6. Transnational Closing conference/ Multiplier Event (E2). Methodology Objective 1) to map and explore inclusive practices of eLearning and implementation aspects of UDL approach in HEIs: In order to reveal and map the best eLearning and UDL practices in HEIs, an open Call for Submission will be announsed. The candidates may apply with entry form on-line. The design of entry form applies the enhancement-led evaluation principles. The goal of enhancement-led evaluation is to help HEIs identify the strengths, good practices and areas in need of development in their own operations. A good practice is an exemplary and innovative procedure the dissemination and implementation of which is desirable also in other HEIs. In addition to reveal the best practices, the material produced by the Call for submission will serve for the project as data material from which 1) to map the exsisting situation, 2) to define the model and guideline for evaluation of best practices, 3) to define developmental steps to meet in UDL process (O2) in line with UDL focused educational contents (O3). Best practices will be presented, rewarded and published for the wider audience at Implementation Conference (E1). Objective 2) to produce Evaluation Tool and to develop a Training Model model for accessible eLearning from UDL perspective and objective 3) to develop pedagogical and technological skills for improving inclusive eLearning from UDL perspective: In developing the model with guidelines of best practices the enhancement-led evaluation principles will be applied. The purpose is to help HEIs to identify the strengths and areas in need of development in their own operations. The modeling and guideline will be developed within real UDL-cases from partner institutions. A transnational UDL Camp on inclusive eLearning and UDL for eLearning staff and teachers will be organised four times to work with their cases. the UDL Camp will be followed up and supported by workshops and on-line learning sessions, arranged as webinars. The added value by extending and following up the intensive training in the UDL Camp, is that they will lead to deeper learning and more solid and sustainable skills and competence. The periods in between the learning sessions can be used in rehearsing the new skills in practice, putting them in use, thereby allowing the training particpants also to find out where further support to their learning is still needed. Workshops will produce learning materials that will be published on-line. Expected results and impact In result of the project, a model to begin sensitizing faculty and staff on the issues for designing inclusive e-learning using UDL is improved. Support for the professional development of educators with their skills will produce new knowledge for greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity in HEI.
The overall ambition of TINEL was to contribute in a shift from the notion of accessibility for separate so called "vulnerable" or "disadvantaged" groups to an inclusive mindset based on Universal Design for Learning (UDL) thinking. The project improved inclusive eLearning from UDL perspective by producing new knowledge for greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity on three levels: 1) inclusive eLearning practices and use of UDL in facing different needs of higher education students on national and transnational levels; 2) innovative pedagogical and technological skills and support network for educators; 3) a training model to begin sensitizing faculty and staff on the issues for designing inclusive e-learning within the context of UDL. The project was carried out in cooperation between six partners, one NGO and five higher education institutions from Finland, Sweden, Norway, and United Kingdom. The project objectives were: 1) to map and explore inclusive practices of eLearning and implementation aspects of UDL in HEIs 2) to develop an evaluation tool and a training model for improving eLearning accessibility from UDL perspective 3) to develop pedagogical and technological skills of staff for improving inclusive eLearning from UDL perspective. Main project activities were: 1. Joint Open Call for submission of The Best inclusive eLearning and UDL practices in HEIs; 2. Transnational Best Practices Conference on inclusive eLearning and UDL; 3. Developing an Evaluation Tool and a Training model for inclusive eLearning and implemented UDL along with processing cases from each participant HEIs; 4. Teaching staff and processing UDL cases at Camps followed by Webinars and workshop sessions; 5. Producing UDL learning material to support the training process described above; 6. Transnational Closing conference. Methodology. To map and explore inclusive practices of eLearning and implementation aspects of UDL in HEIs, an open Call for submission was announced. For the design of entry form to identify the strengths, good practises and areas in need of development were applied from the FINEEC’s enhancement-led evaluation questionnaire. The material produced by the Call for submission served as data material from which 1) to map the existing UDL situation, and 2) to define the guideline for evaluation of best practices. Best practices chosen from the proposals were rewarded and published for the wider audience at the Conference in Jyväskylä 2019. To develop the UDeL Training Model, transnational UDL Camps were designed and organised four times, once f2f and due to Covid 19 three times online. The content of Camps, the UDeL model and learning materials were iterated and modified with participants and their real UDL cases from partner institutions. For the Camp participant, own case provided a learning experience to apply UDL pedagogical and technical views. Some cases continued in several camps and some only at one Camp. With a case, the participant had a chance to identify strengths and areas in need of development within own practices. Camp participants created support network for each other. Each UDL Camp was followed up by international and national online webinars, in which implemented and further developed participants’ cases were presented for other Camp participants, colleagues and wider audience. Results and dissemination. In result of the TINEL project, Article collection, Training Model, UDeL learning materials (e.g. videos, articles, UDeL case documents, Context Cards), Enhancement-led evaluation tools, were produced. Results were presented and disseminated at two international conferences organised by the project: 1) Best Practices Conference on inclusive eLearning and UDL, University of Jyväskylä Finland 2019, and 2) TINEL Closing Conference, York University UK 2021. In addition to conferences, transnational and national level webinars with presented UDL cases for the wider audience provided excellent dissemination arenas for spreading results of the TINEL project and UDL understanding. Video documentation of contributing students’ learning experiences, pedagogical and technical support solutions, context cards and enhancement-led evaluation tools provide valuable resources to consider in HEI social, ethnic, linguistic and cultural diversity. Documented UDeL cases of training participants provide practical view for how to apply pedagogical and technological aspects in design process. The Enhancement-led Evaluation Tool provides structure to consider needed strategic and practical views of UDeL support in HEI. More about the project, results and materials are available on the TINEL website: hamk.fi/tinel.