Tip #8 – Create an Inclusive Learning Environment

Every summer, snəw̓eyəɬ leləm̓ Langara College brings new students to campus for a fairgrounds-style orientation on the campus lawn that is designed to share information about the College’s services and supports. The dedicated staff from the Gathering Space in the photograph below are doing their best to create an inclusive space that welcomes all students. Their friendly smiles and relaxed posture encourage students to engage with them and indicate that it’s OK to ask questions and learn about their new learning environment. They have physical promotional items to draw students’ interest and are presenting information verbally, on written hand-outs, with an attractive photo banner of the Musqueam house post, and utilizing easy-to-access cellphone technology through a QR code. From a UDL perspective, they are employing multiple means of engagement and representation while being mindful that different students will want to interact in different ways.

When designing an inclusive learning environment, it is important to think about both the physical and digital spaces that you are asking students to navigate. This may be as simple as allowing (or even requiring) students to move to different areas of the classroom space to participate in groupwork or different learning activities. Or it may be as complex as rearranging tightly packed rows of classroom desks or narrow waiting spaces in offices to allow students with visual or mobility impairments to get better access.  

Certain spaces on campus, such as the A building classroom in the photograph below, are a challenge because they were designed a long time ago to be specifically teacher-focused, devoid of distraction (in other words—devoid of interest), and, above all else, to keep students in line. However, the positive impact of changing up the physical design of the learning environment to be more inclusive, student-centered, and varied is exponentially worth the time it takes to rearrange the set-up and even to return it to how it was once the students are done using the reconfigured space. 

Enhance your digital space to be more inclusive

Allowing for more variation or student choice in classroom and office spaces doesn’t always mean dragging chairs around. Sometimes it can be setting up multiple stations that feature different ways to access information or learning activities. Asynchronous digital resources, including multiple modes of presentation such as audio, text, video and images, allow students to prepare questions or access information prior to face-to-face interactions. These digital resources also often enhance the overall accessibility of materials.  

For example, the Brightspace learning management system, has multiple accessibility features that enhance inclusive learning, such as allowing for additional time accommodations on quizzes or assignments. The built-in Accessibility Checker included in the Brightspace editor with the eye and checkmark symbol below gives instant suggestions for improvements in layout, image alt text, and colour contrast.   

In addition, Langara’s EdTech department is offering tutorials on using Brightspace HTML Templates as the most effective way for instructors to create engaging and accessible materials. Built-in HTML features like headers, content accordions, and image sliders help students and screen readers effectively navigate through course content. Recent additions such as the Reading Lists tool permit instructors to organize and annotate course readings that automatically link to the Langara Library catalogue and allow students to track their progress and add notes. You can even click on the linked text that follows to see an example of a Universal Design for Learning Reading List.  

Regardless of whether you’re thinking about physical or digital spaces, the most important UDL aspect of creating an inclusive environment is to always think about how a variety of learners will interact with these spaces. Inclusion starts with making students feel welcome and at ease to engage in whatever modality they choose. Frequent in-person and digital office hours or feedback options can set the tone right away to invite questions. Overtly highlighting the learning or engagement process that students will undertake can substantially improve students’ ability to navigate new situations while also overtly building a community of expert learners who are all “in it together” as they move through the process. As our new and returning students arrive to campus, let’s collectively create a learning environment that is thoughtfully designed to be welcoming to all.