RAiSE your inclusivity game – extending the RASE pedagogical model with inclusive practice

Educators in higher education (HE) are at an important moment of time to re-consider the affordances of blended learning (BL) following the covid-19 pandemic. One way to consider BL is by using the RASE pedagogical model. RASE is “a practical, evidenced-based learning design model with applications of technology to improve student learning outcomes and satisfaction” (Churchill et al, 2013). RASE stands for resources, activities, support and evaluation and posits that these four elements are needed for successful BL and online learning. As educators we need to consider inclusive learning and teaching practices to support our students. At my institution I have found the need to consider many inclusive practice factors such as diverse learning needs as well as practical day-to-day needs like the cost-of-study and balancing of work-study-personal commitments. This DYO session proposes an extension of RASE to RAISE thereby explicitly adding inclusivity to the centre of the model. Through a series of prompts, participants of this session will be able to consider art & design inclusive practice prompts against the four RASE elements.

Reference: Churchill, D., King, M., Webster, B. & Fox, B. (2013) ‘Integrating Learning Design, Interactivity and Technology’, Ascilite: Electric Dreams, Sydney, 2013. pp.139-143. (Accessed: 6 March 2024)

Presenter: Sheldon Chow, Associate Dean Learning Teaching and Enhancement (University of the Arts London)

Session type: Design Your Own (DYO) Session

Time listed is Singapore time.