Page 8 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

Figures and Tables

Figure 1. The ADDIE Learning Design Model, (Obsidian Learning, 2017, based on Branch,
2009) © Obsidian Learning____________________________________ 22
Figure 2. The five-stage model (Salmon, 2022) © Gilly Salmon CC-BY-NC-ND______ 23
Figure 3. The six learning activity types as proposed by Laurillard’s (2012) and explored in
the ABC LD approach________________________________________ 30
Figure 4. Screenshots of new DCU teaching resources_____________________46
Figure 5. Module Development Evolution in WOU_______________________ 52
Figure 6. The Model of Discussing, Evaluating, and Reporting on the Development of
Materials/Modules_________________________________________ 65
Figure 7. Module Evaluation Feedback for Module 1 by Focus Group 1____________ 70
Figure 8. UTAKSES System Design________________________________ 81
Figure 9. User Satisfaction Analysis_______________________________ 83
Figure 10. Media Formats Favoured by Students in Blended Learning____________ 93
Figure 11. Respondent Engagement in the Learning Process of E-Learning Development
Courses_______________________________________________ 95
Figure 12. The Observation Sheet used in the UNP BUKA Project_______________ 98
Figure 13. The Role of the UPOU in RA 10650__________________________ 100
Figure 14. SIBOL Programme Design______________________________ 101
Figure 15. Designation of the SIBOL participants in their institutions___________ 106
Figure 16. Number of participants’ views and posts on the VLE_______________ 109
Figure 17. Attendance in the synchronous sessions______________________ 109
Figure 18. Utilisation of the MOLÉ Classroom from 2019-2020 to 2021-2022_______ 123
Figure 19. Expanded REACH Framework (BUAN, 2022)___________________ 124

Table 1. Nine Principles of UDI (AHEAD, 2021)_________________________ 38
Table 2. Survey Results of Academics______________________________ 54
Table 3. Capacity Building Training and Attendance______________________ 54
Table 4. Absolute Assessment of Audio Feedback________________________56
Table 5. Relative assessment of audio feedback_________________________ 57
Table 6. Stages Involved in Focus Group Activities_______________________ 61
Table 7. Summary of Focus Group and Participants______________________ 62
Table 8. The Stage of the Self-instructional Training Modules Development Process___ 63
Table 9. Evaluation Questionnaires Provided to Focus Group Participants_________ 64
Table 10. Survey Items for Module Evaluation_________________________ 68
Table 11. Activities on UTAKSES__________________________________76
Table 12. Percentage of LMS Users in UNP by Faculty (Source: Executive Information
System from Universitas Negeri Padang)____________________________ 88
Table 13. Statistical Data Calculation Results__________________________ 94
Table 14. Paired Test Calculation Results____________________________ 95

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