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Bringing the edges to the core

Motte, Damien LU orcid and Pugh, Rhiannon LU orcid (2023) LTHs 12:e pedagogiska inspirationskonferens In Proceedings från LTH:s Pedagogiska inspirationskonferens p.48-50
Abstract
When a course is designed, it is common to do it for a typical group of students, considered to represent “the majority”, the “norm” or the “average”. The concept of “edges” challenges this view: given the multiple dimensions that teaching and learning encompass, there will always be students who do not belong to a norm and will end up on an edge if they are not included in the course design. In this paper, we propose to adopt “design to the edges” as a useful teaching tool for making our teaching more inclusive, higher quality, and appropriate for more of our students. We draw on some examples from ours, and our colleagues, pedagogy, to illustrate some practical ways in which “edge” thinking can be incorporated into our teaching.
Please use this url to cite or link to this publication:
author
and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Design to the edges, Universal Design for Learning (UDL), Inclusive classroom, student diversity
host publication
LTH:s 12:e Pedagogiska inspirationskonferens
series title
Proceedings från LTH:s Pedagogiska inspirationskonferens
editor
Andersson, Roy
pages
3 pages
publisher
Lunds Universitet, Lunds Tekniska Högskola, Genombrottet
conference name
LTHs 12:e pedagogiska inspirationskonferens
conference location
Lund, Sweden
conference dates
2023-12-07 - 2023-12-07
ISSN
2003-377X
2003-3761
language
English
LU publication?
yes
id
5b21a77e-31a7-49d3-b592-23f01f6f9795
alternative location
https://www.lth.se/cee/lths-pedagogiska-inspirationskonferens/proceedings-2023/
date added to LUP
2024-05-25 15:18:48
date last changed
2024-06-05 02:15:18
@inproceedings{5b21a77e-31a7-49d3-b592-23f01f6f9795,
  abstract     = {{When a course is designed, it is common to do it for a typical group of students, considered to represent “the majority”, the “norm” or the “average”. The concept of “edges” challenges this view: given the multiple dimensions that teaching and learning encompass, there will always be students who do not belong to a norm and will end up on an edge if they are not included in the course design. In this paper, we propose to adopt “design to the edges” as a useful teaching tool for making our teaching more inclusive, higher quality, and appropriate for more of our students. We draw on some examples from ours, and our colleagues, pedagogy, to illustrate some practical ways in which “edge” thinking can be incorporated into our teaching.}},
  author       = {{Motte, Damien and Pugh, Rhiannon}},
  booktitle    = {{LTH:s 12:e Pedagogiska inspirationskonferens}},
  editor       = {{Andersson, Roy}},
  issn         = {{2003-377X}},
  keywords     = {{Design to the edges; Universal Design for Learning (UDL); Inclusive classroom; student diversity}},
  language     = {{eng}},
  pages        = {{48--50}},
  publisher    = {{Lunds Universitet, Lunds Tekniska Högskola, Genombrottet}},
  series       = {{Proceedings från LTH:s Pedagogiska inspirationskonferens}},
  title        = {{Bringing the edges to the core}},
  url          = {{https://lup.lub.lu.se/search/files/187637516/D1b_Motte_Pugh.pdf}},
  year         = {{2023}},
}