Sponsor/year: Diversity and Inclusion unit, 2014–17.

Project leads: Dr Janet Watson, Robyn Everist, Dr Mary Dracup, Dr Kathryn Keeble, Wendy Paulusz.

Aims: Raise capacity of Deakin staff to teach inclusively by providing online information, principles, resources, examples, news, exemplar of accessible design.

Underpinning theories/literature:

• Web Content Accessibility Guidelines (WCAG) 2.0: International guidelines for making web content more accessible.
• Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff (PDF 1.14MB): key research with recommendations for teaching LSES students.
• Universal Design for Learning: website explaining UDL, with examples.

• Literature review: Equity and Diversity staff reviewed inclusive curriculum and teaching literature and resources, and started to gather resources to use for professional development.
• Consultation: professional staff partners in the ICCB project provided input into the proposed professional development module and resources.
• CloudDeakin site: Equity and Diversity staff developed a CloudDeakin site progressively over several years as a six-topic self-help professional development module. Graphic design, video production and captioning of non-text resources gathered for the site occurred over time as resources were created or gathered. Many of the resources were re-used in the later WordPress site.
• Evaluation: users helped pilot and evaluate the module as it developed.
• Review of inclusive teaching websites: Equity and Diversity staff completed an extensive international review of inclusive teaching/curriculum in higher education professional development websites, compiling a set of desired characteristics for the Deakin ICCB site, in combination with evaluation results.
• Design, develop WordPress site: an accessible web design consultant was engaged to design and build the WordPress site, expanding the resources provided in the CloudDeakin site to optimise user experience and compliance, and extend reach of the resources.
• Accessibility audit: an independent WCAG 2.0 audit was performed.
• Pilot, user-test: targeted users piloted and user-tested stage 1 of the site (the Inclusive Teaching Toolkit).
• Re-design: in response to user-testing findings, the site was redesigned to a more user-centred focus and navigation. This was also user-tested to ensure usability.
• Develop stage 2: Equity and Diversity staff compiled the Exemplars and Initiatives pages, showcasing successful projects completed under the Deakin ICCB program.
• Promotion: a marketing consultant and graphic designer were engaged to promote the site widely to Deakin staff, including embedding links to relevant parts of the site in key faculty teaching and learning guides, CloudDeakin unit sites, Deakin Sync, TeachAssist and other staff resources, etc. The Enterprise Update, September 2017, to the Senior Management Group featured Hands up for an inclusive teaching toolkit.
• Continuously improve: feedback is continuously sought and acted on, and the site continues to grow as Equity and Diversity staff and project participants discover more ways to teach and design curriculum inclusively.

Promoting the ICCB WordPress resources on HILTN (Faculty of Health)

• Accessible: the website has a Web Content Accessibility Guidelines 2.00AA green rating, following an external accredited WCAG audit, making this an exemplar digital accessibility site for the University. This means that the site meets requirements to make content accessible for people with disabilities, and also for devices such as mobile phones. Guidelines include providing text alternatives for non-text content, scalable layouts, high-contrast colours, readable fonts, compatibility with multiple platforms, etc.
• Usable, intuitive design: the website structure was chosen after a review of numerous similar offerings worldwide. Target staff user-tested the site twice during design and development phases, and their results informed the final design. Universal Design for Learning principles informed the choice and design of content.
• Student-centred content: all content has been gathered or created to help teaching and professional staff provide inclusive curriculum and support that is engaging, meaningful, relevant and accessible to all students.
• 'Just-in-time': inclusive teaching tips and strategies can implemented without fuss or add to teachers' workload burden. A comprehensive directory of Teaching Support Services is provided to assist the uptake of inclusive practice and pedagogy.

Inclusive Teaching Toolkit contents

• Website analytics: By the end of October 2017, the website had had 2550 views by 390 different visitors, and 80 subscribers.
• User feedback: Responses have been overwhelmingly enthusiastic and positive. Typical comments from both academic and professional staff include:

The following flyers and posters are available to be downloaded and freely circulated to Deakin staff or posted on notice-boards:

• ICCB A4 flyer (PDF 986KB)
• ICCB A4 poster (PDF 2MB)
• ICCB A3 poster (PDF 3MB)