Page 34 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

J. Brunton & C. Beatty · ABC Learning Design in Practice

● Step 3 was the creation of post-ABC workshop resources in the form of the
DCU ‘ABC to VLE+ App Wheel’. This interactive resource provides video- and

text-based guidance on specific tools o ered within DCU's VLE and beyond.

The aim of the App Wheel was to showcase the tools available to sta and
ensure that the ABC LD approach is a continued practice in the development

of learning activities. The resource provides support and guidance through
the easy-to-navigate videos and short text and is an open tool that is

customisable by institutions outside of DCU.

The majority of academics who attended the ABC LD workshops had little

prior engagement with the TEU and as a result were not aware of the various digital
tools and resources available to them. During the workshops, sta also expressed

areas of technical challenge. The App Wheel was therefore created to address these

barriers. Given that the workshop participant profile is typical of a
research-intensive university, it is assumed that other institutions would be

interested in developing a similar post-ABC resource. To ensure others can use and
build on the supports developed by the TEU team in DCU, a package of resources

and tools has been created to allow others to customise the App Wheel to best suit
the needs and available tools of other institutions.

Conclusion

The TEU team in DCU demonstrated how the ABC LD approach can be utilised in
both in-person and online contexts. The case studies and positive feedback

received highlight the success of the approach, and how this approach is both easy
to use and powerful in its potential to facilitate high quality LD. Through the TEU

team and colleagues from the wider university, expertise and experience was

leveraged to build capacity in partner teams using a three-step process, which
included the delivery of the rapid LD ABC workshops along with the provision of

both pre- and post-ABC support and resources. Importantly, a further use of the

ABC LD approach by the TEU team was the presentation of the information of this
approach to a LD support unit. This in turn aided colleagues in their e ort to create

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