Designing Learning Experiences for Inclusivity and Diversity: Advice for Learning Designers
Keith Heggart, University of Technology Sydney
Mais Fatayer, University of Technology Sydney
Camille Dickson-Deane, University of Technology Sydney
Puvaneswari P Arumugam, Deakin University
Katrina Thorpe, University of New South Wales
Susan Page, Western Sydney University
Shaun Bell, University of Technology Sydney
John Vulic, University of Technology Sydney
Nhung Nguyen, University of Tasmania
Katie Duncan, University of Technology Sydney
Rhiannon Hall, University of Technology Sydney
Bruna Contro Pretero, Australian National University
Copyright Year:
Last Update: 2025
ISBN 13: 9781923373037
Publisher: UTS ePRESS
Language: English
Formats Available
Conditions of Use
Attribution-NonCommercial
CC BY-NC
Reviews
Reviewed by Erin Weldon, Director of Instructional Design and Development, Trine University on 10/21/25
The textbook includes ten chapters that cover a wide variety of topics relevant to inclusive learning design, such as: socially-just pedagogy, open educational practices, third-space academics/professionals, Indigenous-led learning design,... read more
Reviewed by Erin Weldon, Director of Instructional Design and Development, Trine University on 10/21/25
Comprehensiveness
The textbook includes ten chapters that cover a wide variety of topics relevant to inclusive learning design, such as: socially-just pedagogy, open educational practices, third-space academics/professionals, Indigenous-led learning design, designing for equity in learning, cultural responsiveness, working with students with lived experience of disability, engaging staff in inclusive design. The baking a cake section concludes the text with real-world experiences from an educational designer’s perspective including highlights of what could have been done to result in a different outcome.
Content Accuracy
Content throughout the textbook was peer-reviewed by two subject experts. The reviewers included two Associate Professors from higher education institutions. The reviewers evaluated the chapters for comprehensiveness, accuracy and relevance of the content with each chapter receiving a single-blind review where the author does not know who the reviewers are. I appreciate the feedback and corrections section where the author allows readers to report problems, share their feedback, and request any corrections. No text is perfect and there is always room for continuous improvement, especially as new data comes out from research.
Relevance/Longevity
According to the review statement from the text, “reviews were also focused on relevance longevity, clarity, consistency, organisation, structure flow, grammatical errors and cultural relevance” (Heggart et al., 2024). The text reflects current best practices for accessible design. The book hits on ongoing concerns of inclusive pedagogy lurking in higher education to this day. Many institutions are working on how we can accommodate diverse backgrounds, lived experiences, and student needs. This text covers this by providing practical strategies and frameworks that are relevant to today’s learners. Over time, this may need to be updated based on needs of students and as demographics, technologies, and institutions continue to evolve. This text could benefit from AI-supported learning.
Clarity
The text is accessible for academic audiences. It avoids unnecessary jargon and consistently presents all concepts in an understandable way, with authors providing clear definitions and explanations throughout. There are times that the text discusses advanced topics; however, the authors reinforce the topic with examples, case studies, and a glossary. Very helpful!
Consistency
The text is very consistent in terms of preparing designers, educators, and higher education staff with practical explanations for designing with inclusiveness. For example, the text focuses on theoretical ideas before applying the theories into practical examples. This model is consistent throughout the text, making it easier to apply the strategy being discussed. A glossary is included for readers to review the terminology that was used throughout the book. References and case studies are used consistently in real-life practice, further clarifying meaning of various topics. The language is clear, however, anyone without an educational background may need to refer to additional research as needed for terminology.
Modularity
The text is clearly broken up into 10 chapters, each focused on a different topic, gradually growing upon one another. Each chapter is pretty lengthy. I would suggest breaking up each chapter with sub-chapters or sub-headings to make it more digestible. The interactivity is not very noticeable unless you are scrolling down the page. If this course is used with students or educators, I recommend providing them with guidance on which sub-sections to focus on as they are reading.
Organization/Structure/Flow
The textbook provides a clear and logical flow of content. Chapters are organized by major topics in inclusive and equitable learning design. The text begins with foundational topics and progresses to a more specific practice-oriented format. I appreciate how there are specific sections for the version history, review statements, feedback and corrections. This helps readers understand how the text has been organized and improved over time. I do recommend considering the flow from one chapter to the next and setting the reader up for the next chapter by making connections between the topics. Connecting the topics and creating a smooth flow between chapters is crucial for keeping the reader engaged and ensuring the book feels like a cohesive whole, rather than a collection of separate chapters.
Interface
The textbook has a clean and consistent interface. The book is easy to navigate in the Pressbooks platform. The text includes a section titled “Accessibility Information,” which explicitly outlines compliance with accessibility guidelines. I appreciate the readers can download the textbook in several formats including online, PDF, EPUB, XML, and even purchase a print book for a low cost. Something to note…when I opened the Buy Book, the book did not appear on Amazon.
Grammatical Errors
The textbook is well-written with no major grammatical errors.
Cultural Relevance
This book has a strong emphasis on diversity and inclusivity. Cultural awareness is the main topic of this book. Several chapters focus on culturally responsive teaching approaches in addition to indigenous led learning design. It is critical that educators recognize and value diverse student needs and this text goes above and beyond to provide strategies to implement an inclusive, equitable, and effective learning environment for all students, regardless of their background, learning style, or other challenges they may be facing.
CommentsOverall, this textbook is a great resource for educators and instructional designers! I appreciate the peer-reviewed expertise and the number of examples and case studies provided in this book. I encourage all course developers and instructional designers to dive into this textbook to learn about developing inclusive and diverse learning experiences for all students.
Table of Contents
- Foreword
- Introduction
- Making socially just pedagogy a reality
- Designing inclusive learning experience
- Negotiating the assumptions and identity tensions surrounding third space academics/professionals
- Indigenous-led learning design: Reimagining the teaching team
- Designing for equity in learning
- Designing for cultural responsiveness
- Working with students with lived experience
- Baking a cake: Engaging staff in inclusive
- Conclusion
About the Book
Designing Learning Experiences for Inclusivity and Diversity stands out as a crucial guide for educators and learning designers committed to creating equitable learning environments. Grounded in the Australasian higher education experience, this book delves into the principles of universal design for learning (UDL), offering practical strategies to ensure that every student, regardless of their background or abilities, has the opportunity to succeed.
This unique edited text offers a blend of theoretical insights and real-world examples. You can select from a wide range of topics including socially just pedagogy, open educational practices, the role of third-space academics and professionals, Indigenous-led learning design, designing for equity and cultural responsiveness, lived experience of disability, and working with students and staff in inclusive learning design.
The book also explores the potential of digital tools and platforms to transform the learning experience. Readers will learn how to leverage technology to create interactive and engaging content that enhances learning outcomes for all students. The authors provide practical advice on integrating these technologies into the curriculum, making learning more accessible and enjoyable.
Designing Learning Experiences for Inclusivity and Diversity addresses the critical role of assessment in the learning process. The book offers a comprehensive overview of various assessment methods, from formative assessments that provide ongoing feedback to summative assessments that measure overall achievement. By aligning assessment strategies with learning objectives, educators can create a more coherent and effective learning experience.
Readers will find a wealth of resources, including case studies, practical tips, and reflective exercises. Whether you are a seasoned learning designer or a newcomer to the field, Designing Learning Experiences for Inclusivity and Diversity provides the knowledge and inspiration needed to create impactful and meaningful learning experiences.
About the Contributors
Authors
Keith Heggart, University of Technology Sydney
Mais Fatayer, University of Technology Sydney
Camille Dickson-Deane, University of Technology Sydney
Puvaneswari P Arumugam, Deakin University
Katrina Thorpe, University of New South Wales
Susan Page, Western Sydney University
Shaun Bell, University of Technology Sydney
John Vulic, University of Technology Sydney
Nhung Nguyen, University of Tasmania
Katie Duncan, University of Technology Sydney
Rhiannon Hall, University of Technology Sydney
Bruna Contro Pretero, Australian National University