Learning takes place within a learning space. These learning spaces can include;

• Classrooms or lecture theatres on a campus;
• The library; 
• Meeting or social spaces; 
• Blackboard;
• Virtual meeting or social spaces;
• Online access to books and journals via the internet, online library catalogue and e-books.

Recommendations for achieving an inclusive learning environment:

• Follow the university Mobile Devices in the Classroom policy allowing students to use technology such as laptops, tablets and mobile devices for learning in the classroom;
• Record lectures live, or pre-record material;
• Vary pedagogy to suit the needs of a variety of learners and use technology to support this e.g. using a partially flipped classroom approach;
• Be aware of and engage in the use of technology to create online learning spaces;
• Organise layout and appearance of Blackboard modules so that they meet with the Module Minimum Requirements Policy and are consistent across courses to help students navigate in the digital space. 

Digital tools can increase student access to formative and summative assessment, and to important feedback. You can use the functions available within Blackboard to set up assessments in the form of:

• Blogs;
• Journals;
• Wikis;
• File upload submissions (a wide range of file types are supported);
• Audio and video assignments;
  
• Presentations with narrations;
  
• Peer Review.

Recommendations for delivering inclusive assessment and feedback:

• Visit the Assessment Lifecyle Hub;
• Use Blackboard to keep your module content well organised within folders and only create assessments within the Assessments Folder; 
• Use the comments function within Turnitin to record audio feedback for students, or use Panopto; 
• Diversify assessment methods away from written assignments, for example use narrated video presentations, portfolios, wikis, journals or blogs;
• Build flexibility and equivalencies into assessment, to allow students to submit through a variety of media to meet the same criteria;
• Produce and use a talking mark scheme for formative and peer assessment.

Inclusive materials meet accessibility needs through their design and the mode of delivery. Using the university’s Virtual Learning Environment (VLE) you can produce accessible course content.

• Use course blogs, discussion forums and journals functions to create new ways for students to engage with course content;
• Produce course material using a variety of media, for example podcasts and videos;
• Use library-supported e-books within reading lists where possible to increase access for students.

Recording your material

Using the University’s lecture capture tool you can record lectures while you are giving them. You can also use the desktop recorder to make videos or narrated presentations any time that suits you. The software will also allow you to stream yourself live. Using Panopto means that: 

• Students who are unable to access the physical learning space can attend lectures and view lecture material at a different location;
• Students on a blended learning or distance learning courses can attend lectures from wherever they are at whatever time suits them;
• Students can be engaged through the comments and discussion features of Panopto;
• Students who prefer to learn by watching videos can use the lecture recordings to be more effective in their revision; 
• Barriers to participation for disabled students who experience difficulties in lecture scenarios as a result of sensory impairments, specific learning difficulties, memory and processing issues, social and communication difficulties and mental health concerns are removed. 

Recommendations for creating accessible resources:

• Use best practice guidelines for creating inclusive documents when creating from scratch;
• Identify unsuitable course documents and recreate them, or work with the library to source inclusive alternatives;
• Where possible use readily available resources/online resources for core texts;
• Produce course material using a variety of media;
• Organise layout and appearance of Blackboard modules so that they are consistent across courses;
• Incorporate accessibility into planning.