Agenda and Papers - University of Edinburgh

more generally. The University will seek to enhance the student experience by creating a
dynamic, accessible and inclusive learning and teaching environment and culture, in line with
our stated strategic goals of excellence in learning and in teaching.”
A key aspect of many of the recommendations below connect to the concept of
‘Anticipatory Adjustments’ which are framed within the legislation and, if appropriately
implemented, would obviate the necessity for individual adjustments in many instances.
Examples of this approach include the setting of a range of different assessment tasks at a
given point in time to assess the same learning outcomes; building more flexibility into the
timing of the assessment diet; ensuring all teaching resources are available in a range of
formats e.g. electronically etc.
1. Terminology
The Teachability project was funded by the Scottish Higher Education Funding Council
and undertaken by Strathclyde University from 1999 to 2006
(http://www.teachability.strath.ac.uk/abouttheproject.html ). Whilst the ethos and
principles of the project remain relevant and important, the term itself is, arguably, less
helpful now than it was.
The task group therefore recommends;
• that the name Teachability be replaced by “Accessible Learning”
2. Communication and Staff Development Opportunities
Linked to the change in terminology is the need to encourage colleagues to engage with
the concept of ‘Accessible Learning’ and to consider the wide variety of implications for
practice. The Task Group offers a number of recommendations which seek to take
forward this area of activity including the idea that:-
• “Accessible Learning” be endorsed at the highest level in the University of
Edinburgh and promoted across the institution in a systematic way in Colleges,
Schools and across all of the Support Services
• ownership of “Accessible Learning” reside primarily with academic staff who may
need to further review and enhance their practice in order to embed this aspect of
an inclusive curriculum.
• this will involve ongoing work with the Institute of Academic Development (IAD) to
provide ‘roadshows’ across the University, delivered to both Colleges and to all
Schools. These roadshows are intended to visit the area of ‘Accessible Learning’,
and to share good practice, being targeted respectively, at both undergraduate and
postgraduate Course Organisers and Programme Directors; at Directors of
Teaching, Teaching Organisations and Administrative Staff with significant
teaching and learning responsibilities.
• that the Higher Education Workshop on ‘Capacity Building’ to be run by the
University of Edinburgh on Monday 27 th June 2011 will inform future road-show
activities in some aspects.
• that the ‘Accessible Learning’ concept and associated practice considerations be
presented early in semester 1 of academic session 2011-12 to each of the
pertinent Senatus Committees as well as to School Directors of Teaching (or
equivalents) through the respective College Committees.
• ‘Accessible Learning’ considerations feature significantly throughout the new PG
Cert in Academic Practice, which is available to academic staff across the
university.
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