Responsible Research and Innovation: Using the Requirements Tool for Stakeholder Engagement in Developing a Universal Design for Learning Guidelines for Practice

Responsible research and innovation (RRI) is growing in importance, and alongside this growth is an acknowledgement that for research and innovation projects to be successful, stakeholders must be involved from the outset. When developing guidelines for practice, stakeholders will often be presented with a document to ratify rather than one to develop or revise. This gap in stakeholder engagement has been recognised and addressed by the development of the requirements tool. This tool was originally created to provide a systematic approach to the development of guidelines for the governance of RRI, but it was quickly recognised that the tool can bridge the gap and involve stakeholders from the outset, thereby increasing the likelihood of buy-in. This paper presents the second validated use of the tool that was used to inform the revision of guidelines for the introduction of a universal design for learning (UDL) at a UK University. The resulting revised guidelines for practice and their adoption by those tasked with producing them provide further evidence of the value and flexibility of the tool and its potential for its continued use in the future development or revision of guidelines.

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Designing Engaging Online Environments

Cultivating Diverse Online Classrooms Through Effective Instructional Design - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3120-3.ch014 ◽

2018 ◽

pp. 280-298 ◽

Cited By ~ 1

Author(s):

Aleksandra Hollingshead

Keyword(s):

Instructional Design ◽

Student Engagement ◽

Universal Design ◽

Systematic Approach ◽

Universal Design For Learning ◽

Learning Needs ◽

Online Environment ◽

Asynchronous Instruction ◽

Diverse Backgrounds ◽

Design For Learning

Engagement in learning is critical to students' achievement of meaningful learning outcomes. Educators often describe engagement as a multi component concept that involves emotional, cognitive, and behavioral domains. In an online environment, student engagement is challenging to achieve. Both synchronous and asynchronous instruction needs to be thoughtfully designed to engage students at a meaningful level. Moreover, within an online environment, some of the differences between the students from diverse backgrounds may be more challenging for the instructors to address and thus require an intentional and systematic approach. Universal Design for Learning (UDL) is an instructional design framework that is based on a notion that all students are varied in their learning needs and therefore instruction needs to be flexible to ensure learning of all. This chapter will examine the construct of engagement, focus on learner variability, and offer practical instructional design solutions based in the framework of UDL.

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Designing Engaging Online Environments

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch027 ◽

2021 ◽

pp. 516-530

Author(s):

Aleksandra Hollingshead

Keyword(s):

Instructional Design ◽

Student Engagement ◽

Universal Design ◽

Systematic Approach ◽

Universal Design For Learning ◽

Learning Needs ◽

Online Environment ◽

Asynchronous Instruction ◽

Diverse Backgrounds ◽

Design For Learning

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Stakeholder Engagement and Responsible Research & Innovation in promoting Sustainable Development and Empowerment through ICT

European Journal of Sustainable Development ◽

10.14207/ejsd.2019.v8n3p275 ◽

2019 ◽

Vol 8 (3) ◽

pp. 275

Author(s):

Kutoma Wakunuma ◽

Tilimbe Jiya

Keyword(s):

Sustainable Development ◽

Developing Countries ◽

Stakeholder Engagement ◽

Social Inclusion ◽

Sustainable Use ◽

Responsible Research And Innovation ◽

Research And Innovation ◽

Emerging And Developing Countries ◽

Responsible Research

ICT plays a significant role in both developed and developing countries across the globe. ICTs are also seen as playing an important role in achieving the UN’s Sustainable Development Goals (SDGs). In particular, their importance is seen in terms of achieving sustainable development in the areas of health, education, social inclusion, global partnership and empowerment, among others. However, much ground cannot be made without creating and involving communities and networks that will support the sustainable use and development of ICT in emerging and developing countries. One concept that advocates for the inclusion of communities and establishment of networks around the use and development of ICT is Responsible Research and Innovation (RRI). At the core of RRI is the engagement of different stakeholders within communities and networks that are involved with ICT development in emerging and developing countries to ensure sustainable development. Using stakeholder theory, we introduce the work being conducted in the Responsible Research and Innovation Networked Globally (RRING) project to highlight the important role of stakeholders as part of RRI in the use and development of ICTs in emerging and developing countries. In particular, we will discuss how stakeholder engagement as part of RRI can be understood in an emerging country like India, specifically through our discussion of a women’s artisan handicraft centre known as Gramshree in the heart of Ahmedabad, India. We aim to highlight aspects of stakeholder engagement, the role of stakeholders in implementing ICTs in women’s sustainable development and empowerment. The aim is to showcase how sustainable development and empowerment could be achieved through the formation of a community network around ICT use and development. Keywords: Sustainable Development, Responsible Research and Innovation, ICT, Women Empowerment, Stakeholder Engagement

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