Virna Rossi, Ravensbourne University London, UK
I am a passionate teacher, with over 20 years teaching experience in all educational settings: Primary, Secondary, College (FE), Adult Education, Higher Education. I have taught in over 10 different institutions of all types and sizes.
My primary specialism is Languages: English, Italian and French. However, after completing the Master of Teaching (MTeach) in 2007 at the IoE, now part of UCL, London (UK), I realised that teacher education was my ‘call’ and I became an educational developer. Since 2016 I have been the Course Leader of the Post Graduate Certificate in Creative Courses at Ravensbourne University, London.
I am interested in all things education. I am particularly interested in inclusivity: inclusive learning design, inclusive assessment as learning, and feedback for learning. I am currently co-creating a book on inclusive learning design with over 70 contributors from all the continents. My motto is 'learn to thrive'.
If inclusive Learning Design was important pre-COVID19, now it is imperative. As Lucie Cerna, Analyst in the Directorate for Education and Skills of the OECD, pointed out: a holistic, inclusive approach to education – that addresses students' learning, social and emotional needs – is crucial, especially in times of crisis.
How can enduring accessibility needs be tackled? To face such challenges, teachers need to be intentionally inclusive in their learning design, at every stage of the learning design process. In this keynote, I propose a practical and broad definition of inclusivity, which highlights Universal Design for Learning principles. I then discuss the 3 Rs of inclusive learning design. For each one of them a case study is presented, live, by a colleague. This international keynote aims at inspiring colleagues to embed inclusivity in all aspects of learning design.