Bringing the edges to the core
(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:
https://lup.lub.lu.se/record/5b21a77e-31a7-49d3-b592-23f01f6f9795
- author
- Motte, Damien LU and Pugh, Rhiannon LU
- organization
- publishing date
- 2023
- 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
- 2003-3761
- 2003-377X
- 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 = {{2003-3761}}, 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}}, }