2 10 53 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BOOK Description An account of the resource Access to the related book. PDF Access to PDF of resource. URL <a href="https://oercommons.org/courses/designing-learning-experiences-for-inclusivity-and-diversity-advice-for-learning-designers">https://oercommons.org/courses/designing-learning-experiences-for-inclusivity-and-diversity-advice-for-learning-designers</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Designing Learning Experiences for Inclusivity and Diversity: Advice for Learning Designers Subject The topic of the resource Educational strategies and policy; inclusion; higher education; tertiary education; teaching; educational needs Description An account of the resource This OER offers postgraduate students a comprehensive guide to designing learning experiences that are accessible, equitable, and inclusive. It provides advice, principles, and practical strategies to help learning designers create a learning environment that recognizes and celebrates diversity while promoting equitable learning outcomes. Through detailed accounts of theory and practice, it covers the following topics: diversity and inclusion, role of learning designers, accessibility, equity, cultural responsiveness, open pedagogy, Indigenous-led learning design and designing with students. Creator An entity primarily responsible for making the resource Keith Heggart; Mais Fatayer; Camille Dickson-Deane; Puvaneswari P Arumugam; Katrina Thorpe; Shaun Bell; Susan Page; John Vulic; Nhung Nguyen; Katie Duncan; Rhiannon Hall; and Bruna Contro Pretero (authors) Australian National University, University of Technology Sydney, Western Sydney University, Deakin University, Auckland University of Technology (institutions) Source A related resource from which the described resource is derived Some chapters of this OER are development of ideas presented in related resources, such as: Heggart, K., Dickson-Deane, C. & Novak, K. (2020, September 7). The path towards a socially just learning design. The Society of Research in Higher Education Blog. Retrieved September 12, 2020, from https://srheblog.com/2020/09/07/the-path-towards-a-socially-just-learning-design/. Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology: The Magazine for Managers of Change in Education, 55(4), 3–12. <a href="https://dialnet.unirioja.es/servlet/articulo?codigo=6452530">https://dialnet.unirioja.es/servlet/articulo?codigo=6452530</a> Decolonising the curriculum – how do I get started? (2024, October 1). THE Campus Learn, Share, Connect. <a href="https://www.timeshighereducation.com/campus/decolonising-curriculum-how-do-i-get-started">https://www.timeshighereducation.com/campus/decolonising-curriculum-how-do-i-get-started</a> Team, B. O. E. (2021, September 7). Generative Artificial Intelligence. Pressbooks. <a href="https://opentextbc.ca/gettingstarted/chapter/generative-artificial-intelligence/#decisiontree">https://opentextbc.ca/gettingstarted/chapter/generative-artificial-intelligence/#decisiontree</a> Arumugam, P. P. (2024, July 26). Negotiating the assumptions and identity tensions surrounding third space academics/professionals. Pressbooks. <a href="https://oercollective.caul.edu.au/designing-learning-experiences/chapter/negotiating-the-assumptions-and-identity-tensions-surrounding-third-space-academics-professionals/">https://oercollective.caul.edu.au/designing-learning-experiences/chapter/negotiating-the-assumptions-and-identity-tensions-surrounding-third-space-academics-professionals/</a> Melynee Naegele. (2022, May 12). 4HS Melynee Naegele overview [Video]. YouTube. https://www.youtube.com/watch?v=utCwxXUrnGc Publisher An entity responsible for making the resource available UTS ePress Date A point or period of time associated with an event in the lifecycle of the resource Publication Date: 26-7-2024 Contributor An entity responsible for making contributions to the resource Keith Heggart; Mais Fatayer; Camille Dickson-Deane; Puvaneswari P Arumugam; Katrina Thorpe; Shaun Bell; Susan Page; John Vulic; Nhung Nguyen; Katie Duncan; Rhiannon Hall; and Bruna Contro Pretero (authors) Keith Heggart and Mais Fatayer (editors) Henk Huijser and Leanne Ngo (reviewers) Rights Information about rights held in and over the resource Creative Commons Attribution-NonCommercial 4.0 International License Note that corporate logos, branding and images captioned as All Rights Reserved are specifically excluded from the Creative Commons Attribution Noncommercial Licence of this work, and may not be reproduced under any circumstances without the express written permission of the copyright holders. Relation A related resource <ol> <li style="font-weight:400;">La Trobe University. (n.d.). Case studies: using open educational resources at La Trobe. <a href="https://www.latrobe.edu.au/library/teaching-support/oer/case-studies-oer">https://www.latrobe.edu.au/library/teaching-support/oer/case-studies-oer</a></li> <li style="font-weight:400;">Fatayer, M. (2024, July 26). Designing inclusive learning experience through Open Educational Practices. Pressbooks. <a href="https://oercollective.caul.edu.au/designing-learning-experiences/chapter/designing-inclusive-learning-experience-through-open-educational-practices/#h5p-1">https://oercollective.caul.edu.au/designing-learning-experiences/chapter/designing-inclusive-learning-experience-through-open-educational-practices/#h5p-1</a></li> <li style="font-weight:400;">Mignolo, W. D. (2017). Coloniality Is Far from Over, and So Must Be Decoloniality. Afterall a Journal of Art Context and Enquiry, 43, 38–45. <a href="https://doi.org/10.1086/692552">https://doi.org/10.1086/692552</a></li> <li style="font-weight:400;">OERs for Gaza. (n.d.). Google Docs. <a href="https://docs.google.com/forms/d/e/1FAIpQLSfUVY1lrBhaBL_WDIweRQFEShCGNiThOHnOU8A0GRzvjOGp_w/viewform">https://docs.google.com/forms/d/e/1FAIpQLSfUVY1lrBhaBL_WDIweRQFEShCGNiThOHnOU8A0GRzvjOGp_w/viewform</a></li> <li style="font-weight:400;">Homepage - Australian Disability Network. (2024, December 18). Australian Disability Network. <a href="https://australiandisabilitynetwork.org.au/">https://australiandisabilitynetwork.org.au/</a></li> <li style="font-weight:400;"><a href="https://deafaustralia.org.au/">https://deafaustralia.org.au/</a></li> <li style="font-weight:400;">Hearing Australia - Our story: Excellence in Hearing Care - Hearing Australia. (n.d.). <a href="https://www.hearing.com.au/">https://www.hearing.com.au/</a></li> <li style="font-weight:400;">Neurodiversity Hub - resources for students, employers & more. (n.d.). Neurodiversity Hub. <a href="https://www.neurodiversityhub.org/">https://www.neurodiversityhub.org/</a></li> <li style="font-weight:400;">Vision Australia | Vision Australia. Blindness and low vision services. (n.d.). <a href="https://www.visionaustralia.org/">https://www.visionaustralia.org/</a></li> <li style="font-weight:400;">‘For me, accessibility adjustments equal success’, by Ashley Willcox </li> <li style="font-weight:400;">Stop speaking into a black abyss, turn on your video, by Bettina Liang</li> <li style="font-weight:400;">To the student that’s hesitant to disclose, by Elham Hafiz </li> <li style="font-weight:400;">Creating accessible and comfortable learning environments for accessibility students, by Jatin Dhanji </li> <li style="font-weight:400;">Why inclusive environments are important for learning, by Jackson Tait</li> <li style="font-weight:400;">A brief guide to the Disability Discrimination Act. (n.d.). Australian Human Rights Commission. <a href="https://humanrights.gov.au/our-work/disability-rights/brief-guide-disability-discrimination-act">https://humanrights.gov.au/our-work/disability-rights/brief-guide-disability-discrimination-act</a></li> <li style="font-weight:400;"><a href="https://www.legislation.gov.au/F2005L00767/latest/text">https://www.legislation.gov.au/F2005L00767/latest/text</a></li> <li style="font-weight:400;">Integrating Open Education Resources into your teaching. </li> <li style="font-weight:400;">Australasian Open Educational Practices Special Interest Group </li> </ol> Format The file format, physical medium, or dimensions of the resource Digital document PDF Language A language of the resource English Type The nature or genre of the resource ebook Identifier An unambiguous reference to the resource within a given context Heggart, K., Fatayer, M., Dickson-Deane, C., Arumugam, P.P., Thorpe, K., Page, S. Bell, S, Vulic, J., Nguyen, N., Duncan, K., Hall, R., & Pretero, B.C., (2024). Designing Learning Experiences for Inclusivity and Diversity: Advice for Learning Designers. UTS ePress. https://oercollective.caul.edu.au/designing-learning-experiences. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant This textbook is primarily relevant to professionals and academics working in the Australian education context, with a focus on addressing the unique challenges posed by a diverse student population and evolving educational methods. It draws attention to issues of inclusivity, accessibility, and cultural responsiveness in course design, tailored to the specific needs and regulations of Australian and New Zealand universities. While its primary application is within Australia, the principles discussed are also broadly applicable to other educational contexts facing similar challenges. books online books PDFs Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Guidelines Description An account of the resource Access to the related guidelines Guidelines Resource providing guidance to deal with AI in Higher Education URL <a href="https://sites.tuni.fi/digitaltoolkit/">https://sites.tuni.fi/digitaltoolkit/</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Digital Toolkit Subject The topic of the resource Use of digital tool for teaching and learning Description An account of the resource The Digital Toolkit is a practical resource that offers you information and advice for using a variety of digital tools for teaching, learning and work-related purposes. Creator An entity primarily responsible for making the resource The website is maintained as part of the digimentor activities of Tampere Universities. Publisher An entity responsible for making the resource available Digimentor Network of Tampere Universities Contributor An entity responsible for making contributions to the resource Digimentor Network of Tampere Universities Format The file format, physical medium, or dimensions of the resource Online toolkit Language A language of the resource English and Finnish Type The nature or genre of the resource Toolkit Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Europe guidelines Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PDF Description An account of the resource Access to the PDF of related resources. PDF Access to PDF of resource. URL <a href="https://www.eua.eu/publications/reports/digitally-enhanced-learning-and-teaching-in-european-higher-education-institutions.html">https://www.eua.eu/publications/reports/digitally-enhanced-learning-and-teaching-in-european-higher-education-institutions.html</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Digitally enhanced learning and teaching in European higher education institutions Subject The topic of the resource Digitally enhanced learning and teaching in HEIs Description An account of the resource This report maps the situation regarding digitally enhanced learning and teaching at European higher education institutions over the past seven years and is mainly based on data from a survey conducted between April and June 2020 via an online questionnaire to institutional leadership. This publication has been developed under the Erasmus+ co-funded DIGI-HE project, led by EUA and in partnership with four universities, with the aim of supporting higher education institutions to engage in self-review to develop and enhance their strategic approaches to digitalisation. Creator An entity primarily responsible for making the resource Michael Gaebel, Thérèse Zhang, Henriette Stoeber and Alison Morrisroe. Source A related resource from which the described resource is derived DIGI-HE project. Publisher An entity responsible for making the resource available European University Association asbl Date A point or period of time associated with an event in the lifecycle of the resource January 2021 Contributor An entity responsible for making contributions to the resource DIGI-HE project consortium. Rights Information about rights held in and over the resource This publication is licensed under the Creative Commons Attribution-NonCommercial CC BY-NC. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Survey report Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant EU PDFs Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource MOOCs Description An account of the resource Massive Open Online Courses Online Training Access to the Online Training resource URL <a href="https://oercommons.org/courseware/lesson/83105/overview">https://oercommons.org/courseware/lesson/83105/overview</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Diversity Equity and Inclusion: Instructional Practices for Pre-service and In-service Teacher Subject The topic of the resource Diversity equity; inclusion practices; DEI program/curriculum; sensitive leadership Description An account of the resource This module provides supplemental information, activities, and resources to help teacher candidates develop effective instructional practices that address the diverse needs of students. It includes strategies on culturally relevant pedagogy, legal requirements for discrimination, and creating inclusive classrooms. This module supports the goals of creating inclusive, flexible, and culturally relevant curricula. Creator An entity primarily responsible for making the resource Beverly Sande (author) Source A related resource from which the described resource is derived The module contains references to a variety of external resources, such as legal documents, research articles. Moreover, it established educational practices, especially around Universal Design for Learning (see “Relation”). Publisher An entity responsible for making the resource available OER Commons Contributor An entity responsible for making contributions to the resource This resource was sponsored by Branch Alliance for Educator Diversity Rights Information about rights held in and over the resource Creative Commons Attribution Non-Commercial Share Alike Relation A related resource <ol> <li style="font-weight:400;">Every Student Succeeds Act (ESSA)</li> <li style="font-weight:400;">Individuals with Disabilities Education Act (IDEA)</li> <li style="font-weight:400;">American with Disabilities Act</li> <li style="font-weight:400;">Video/YouTube: The Difference Between Equity, Inclusion, and Diversity by Ritu Bhasin</li> <li style="font-weight:400;">Discrimination in Education - Federal Laws <a href="https://www.findlaw.com/civilrights/discrimination/discrimination-in-education-federal-laws.html">https://www.findlaw.com/civilrights/discrimination/discrimination-in-education-federal-laws.html</a></li> <li style="font-weight:400;">"Five Powerful Ways to Take REAL Action on DEI (Diversity, Equity & Inclusion)" </li> <li style="font-weight:400;">Americans with Disabilities Act: https://www2.ed.gov/about/offices/list/ocr/docs/hq9805.html </li> <li style="font-weight:400;">Every Student Succeeds Act (ESSA): https://www.ed.gov/essa</li> <li style="font-weight:400;">Individuals with Disabilities Education Act: https://sites.ed.gov/idea/</li> <li style="font-weight:400;">How to Foster a Strong DEI School Culture: https://www.schoolworks.org/stepping-up-diversity-equity-and-inclusion/</li> <li style="font-weight:400;">Unrealized Impact: The Case for Diversity, Equity, and Inclusion: http://www.unrealizedimpact.org/wp-content/uploads/2017/07/Unrealized_Impact-ExecSummary-Final-072017.pdf</li> <li style="font-weight:400;">What Equity Really Means in Schools: https://resilienteducator.com/classroom-resources/what-equity-really-means-in-schools/ </li> <li style="font-weight:400;">What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom: <a href="https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/">https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/</a></li> <li style="font-weight:400;">Warren, C. A. (2017). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169–183. <a href="https://doi.org/10.1177/0022487117712487">https://doi.org/10.1177/0022487117712487</a></li> <li style="font-weight:400;">Schissel, J. L., De Korne, H., & López-Gopar, M. (2018). Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico. International Journal of Bilingual Education and Bilingualism, 24(3), 340–356. <a href="https://doi.org/10.1080/13670050.2018.1463965">https://doi.org/10.1080/13670050.2018.1463965</a></li> <li style="font-weight:400;">Video/YouTube: UDL to Change the World: <a href="https://www.youtube.com/watch?v=shgJYEmD1_A">https://www.youtube.com/watch?v=shgJYEmD1_A</a></li> <li style="font-weight:400;">The UDL Guidelines: <a href="https://udlguidelines.cast.org/">https://udlguidelines.cast.org/</a></li> <li style="font-weight:400;">Instructions strategies for the <a href="https://www.readingrockets.org/strategies">Reading Rockets</a> Curriculum/Program: <a href="https://www.readingrockets.org/classroom/classroom-strategies">https://www.readingrockets.org/classroom/classroom-strategies</a></li> <li style="font-weight:400;">Video/YouTube: Welcome to our new series on High-Leverage Practices: <a href="https://www.youtube.com/watch?v=y0iGKOq8UXk">https://www.youtube.com/watch?v=y0iGKOq8UXk</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2016, November). Adolescent Literacy intervention report: READ 180®. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2014, May). Students with Learning Disabilities intervention report: Repeated Reading. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2014, October). Beginning Reading intervention report: Open Court Reading©. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse (2013, November). Beginning Reading intervention report: Reading Mastery. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse (2013, November). Students with Learning Disabilities intervention report: Reciprocal teaching. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013, July). Beginning Reading intervention report: Reading Recovery®. Retrieved from <a href="http://whatworks.ed.gov">http://whatworks.ed.gov</a></li> <li style="font-weight:400;">What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2017, September). Beginning Reading intervention report: Leveled Literacy Intervention. Retrieved from <a href="https://whatworks.ed.gov">https://whatworks.ed.gov</a></li> <li style="font-weight:400;">Universal Design for Learning: <a href="https://www.cast.org/impact/universal-design-for-learning-udl#.XLj1d-hKhPZ">https://www.cast.org/impact/universal-design-for-learning-udl#.XLj1d-hKhPZ</a></li> <li style="font-weight:400;">High Leverage Practices for Students with Disabilities: https://highleveragepractices.org/</li> <li style="font-weight:400;">IES What Works Clearing House: https://ies.ed.gov/ncee/wwc/</li> <li style="font-weight:400;">Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ perspectives on fostering equitable and inclusive classrooms. SRATE Journal, 27(1), 22–30. <a href="http://files.eric.ed.gov/fulltext/EJ1166706.pdf">http://files.eric.ed.gov/fulltext/EJ1166706.pdf</a></li> <li style="font-weight:400;">Video/YouTube: Supporting Schoolwide Culturally Responsive Practice: <a href="https://www.youtube.com/watch?v=ztnwmVBMfd0">https://www.youtube.com/watch?v=ztnwmVBMfd0</a></li> <li style="font-weight:400;">TED/YouTube: CULTURALLY RELEVANT PEDAGOGY IN MATHEMATICS: A CRITICAL NEED | Shelly Jones | TEDxCCSU: <a href="https://www.youtube.com/watch?v=EjLOuUhN6xY&t=1s">https://www.youtube.com/watch?v=EjLOuUhN6xY&t=1s</a></li> <li style="font-weight:400;">Power Point: Diversity and Culturally Responsive Teaching by Dr. Beverly Sande</li> <li style="font-weight:400;">Hollowell, Cherilynne, "Culturally Responsive School Leadership: How Principals Use Culturally Responsive Leadership Strategies to Develop Engaging and Inclusive School Environments for All Students" (2019). Dissertations. 239. <a href="https://digitalcommons.brandman.edu/edd_dissertations/239">https://digitalcommons.brandman.edu/edd_dissertations/239</a></li> <li style="font-weight:400;">Howley, A., Woodrum, A. Burgess, L., & Rhodes, M. (2009). Planning for Culturally Responsive Leadership: Insights from a Study of Principals of Exemplary Schools. Educational Planning, 8(3), 12–27.</li> <li style="font-weight:400;">Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally Responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. <a href="https://doi.org/10.3102/0034654316630383">https://doi.org/10.3102/0034654316630383</a></li> <li style="font-weight:400;">TED/YouTube: On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge</li> <li style="font-weight:400;">Getting Started With Culturally Responsive Teaching: <a href="https://www.edutopia.org/article/getting-started-culturally-responsive-teaching">https://www.edutopia.org/article/getting-started-culturally-responsive-teaching</a></li> <li style="font-weight:400;">Culturally Relevant Pedagogy: https://www.cde.ca.gov/pd/ee/culturalrelevantpedagogy.asp</li> <li style="font-weight:400;">Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. (2015). Culturally Responsive Teaching: Examining teachers’ understandings and perspectives. Journal of Education and Training Studies, 4(2). <a href="https://doi.org/10.11114/jets.v4i2.1136">https://doi.org/10.11114/jets.v4i2.1136</a></li> <li style="font-weight:400;">Chiu, C. L., Sayman, D., Carrero, K. M., Gibbon, T., Zolkoski, S. M., & Lusk, M. E. (2017). Developing culturally competent preservice teachers. Multicultural Perspectives, 19(1), 47–52. <a href="https://doi.org/10.1080/15210960.2017.1267515">https://doi.org/10.1080/15210960.2017.1267515</a></li> <li style="font-weight:400;">Averill, R., Anderson, D., & Drake, M. (2015). Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling. Mathematics Teacher Education and Development, 17, 64–83.</li> <li style="font-weight:400;">Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study. Studying Teacher Education, 10(3), 290–312. https://doi.org/10.1080/17425964.2014.958072</li> </ol> Format The file format, physical medium, or dimensions of the resource Video-ΥouTube; TED <ul> <li style="font-weight:400;">MP4</li> </ul> Texts; synchronous/asynchronous activities <ul> <li style="font-weight:400;">HTML</li> </ul> Power Point presentation <ul> <li style="font-weight:400;">Power point</li> </ul> DOC <ul> <li style="font-weight:400;">DOC</li> </ul> Language A language of the resource English Type The nature or genre of the resource Education Module Identifier An unambiguous reference to the resource within a given context Sande, B. Diversity Equity and Inclusion: Instructional Practices for Pre-service and In-service Teacher. <a href="https://oercommons.org/courseware/lesson/83105/overview">https://oercommons.org/courseware/lesson/83105/overview</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant The resource is applicable in educational settings, and is designed for educator preparation programs. It can be used in U.S, as it aligns with U.S. legal frameworks and educational standards. However, its applicability is not strictly limited to the U.S., as the concepts of Diversity, Equity, and Inclusion (DEI) are universally relevant in diverse educational settings worldwide. massive open online course MOOC online resource online training video Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BOOK Description An account of the resource Access to the related book. Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://www.amazon.com/Essentials-Online-Course-Design-Standards-Based/dp/1138780162">https://www.amazon.com/Essentials-Online-Course-Design-Standards-Based/dp/1138780162</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Essentials of Online Course Design: A Standards-Based Guide Subject The topic of the resource Online Course Development Description An account of the resource A step-by-step guide to designing online courses with best practices and standards for effective and inclusive learning. Creator An entity primarily responsible for making the resource Marjorie Vai and Kristen Sosulski Source A related resource from which the described resource is derived Original work by the authors Publisher An entity responsible for making the resource available Routledge Date A point or period of time associated with an event in the lifecycle of the resource 2015 Contributor An entity responsible for making contributions to the resource Educational experts in online learning Rights Information about rights held in and over the resource All rights reserved by the publisher Relation A related resource Part of the Essentials of Online Learning series Format The file format, physical medium, or dimensions of the resource Print and eBook Language A language of the resource English Type The nature or genre of the resource Book Identifier An unambiguous reference to the resource within a given context <a href="https://www.amazon.com/Essentials-Online-Course-Design-Standards-Based/dp/1138780162">https://www.amazon.com/Essentials-Online-Course-Design-Standards-Based/dp/1138780162</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Global books Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Training Description An account of the resource Online Training Online Training Access to the Online Training resource URL <a href="https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#2">https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#2</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EUniWell OER self-study module Diversity and Inclusion in Education Subject The topic of the resource Discrimination; diversity; inclusion; school structure; practices Description An account of the resource The overall aim of this OER is to build competencies in educators (both future and current) to promote inclusive and equitable educational environments for all students, regardless of their diverse backgrounds, needs, or identities. It provides foundational knowledge and frameworks that directly support the design of inclusive curricula in higher education. It offers insights into understanding the diverse needs of students, overcoming barriers to inclusion, and applying inclusive practices that make higher education more accessible and equitable for everyone. By incorporating the concepts and strategies from this OER, higher education curriculum designers can ensure their programs reflect inclusive principles and foster an environment where all students can thrive. Creator An entity primarily responsible for making the resource This OER self-study module was produced by the University of Konstanz project team as part of the EUniWell project, funded by the European Union. OER Project Team: Sarah Roos (Project Coordination), Dr. des. Manuela Ulrich (Diversity & Inclusion), Dr. Sebastian Tillmann (Chapter 7. Unconscious Bias), Michael Kowalczyk (Educational Media). Acknowledgements: the case vignettes were created by teacher education master’s students; Samantha Jacobs and Lucy Bell (Student Assistant); André Dietrich (LiaScript Developer); the Chapter Header Illustrations are by Manfred Steger Source A related resource from which the described resource is derived The module is primarily derived from EUniWell’s efforts. Many of the materials are from the official website of EUniWell Project. The OER often refers to global legal frameworks, like the UN Convention on the Rights of Persons with Disabilities (CRPD), and other international human rights conventions; inclusive education theories, such as systems theory, symbolic interactionism, and others (see “Relation”). Publisher An entity responsible for making the resource available University of Konstanz Date A point or period of time associated with an event in the lifecycle of the resource No reference but the case vignettes were created during the 2024 summer semester. Contributor An entity responsible for making contributions to the resource This OER self-study module was produced by the University of Konstanz project team as part of the EUniWell project, funded by the European Union. OER Project Team: Sarah Roos (Project Coordination), Dr. des. Manuela Ulrich (Diversity & Inclusion), Dr. Sebastian Tillmann (Chapter 7. Unconscious Bias), Michael Kowalczyk (Educational Media). Acknowledgements: the case vignettes were created by teacher education master’s students; Samantha Jacobs and Lucy Bell (Student Assistant); André Dietrich (LiaScript Developer); the Chapter Header Illustrations are by Manfred Steger Rights Information about rights held in and over the resource This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. “You are free to share, remix, adapt, and build upon the work, even for commercial purposes, as long as you credit the original creator and license your new creations under the same or a compatible license.” Relation A related resource <ol> <li style="font-weight:400;">Video/YouTube: Inclusion and Education: <a href="https://www.youtube.com/hashtag/allmeansall">#AllmeansALL</a> https://www.youtube.com/watch?v=kEyjlqixq9c</li> <li style="font-weight:400;">Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris. (2020). In UNESCO eBooks. <a href="https://doi.org/10.54676/jjnk6989">https://doi.org/10.54676/jjnk6989</a></li> <li style="font-weight:400;">Ellis, D. P. (1968). SOCIOLOGICAL THEORY AND MODERN SOCIETY. By Talcott parsons. New York: The free press 1967. 564 pp. $12.50. Social Forces; a Scientific Medium of Social Study and Interpretation, 47(1), 90–91. <a href="https://doi.org/10.2307/2574723">https://doi.org/10.2307/2574723</a></li> <li style="font-weight:400;">Fend, H. (2009). Neue Theorie der Schule. VS Verlag für Sozialwissenschaften. <a href="https://doi.org/10.1007/978-3-531-91788-7">https://doi.org/10.1007/978-3-531-91788-7</a></li> <li style="font-weight:400;">Video/YouTube: Bronfenbrenner's Ecological Systems: 5 Forces Impacting Our Lives <a href="https://www.youtube.com/watch?v=g6pUQ4EDHeQ&t=3s">https://www.youtube.com/watch?v=g6pUQ4EDHeQ&t=3s</a></li> <li style="font-weight:400;">Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. The American Psychologist, 32(7), 513–531. <a href="https://doi.org/10.1037/0003-066x.32.7.513">https://doi.org/10.1037/0003-066x.32.7.513</a></li> <li style="font-weight:400;">Epp, A. (2017). Bronfenbrenner’s Ecological Systems Theory as a Sensitization and Examination Pattern for Empirical Analyses. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 19(1). <a href="https://doi.org/10.17169/fqs-19.1.2725">https://doi.org/10.17169/fqs-19.1.2725</a></li> <li style="font-weight:400;">Mead, G. H. (1934). Mind, self and society from the standpoint of a social behaviorist. University of Chicago Press. <a href="https://www.ssoar.info/ssoar/handle/document/50777">https://www.ssoar.info/ssoar/handle/document/50777</a></li> <li style="font-weight:400;">Joas, H. (1989). Intersubjektivität – Die Entwicklung des Werkes von G. H. Mead. Berlin: Suhrkamp.</li> <li style="font-weight:400;">Helle, H. J. (2001). Theorie der symbolischen Interaktion: ein Beitrag zum verstehenden Ansatz in Soziologie und Sozialpsychologie (3rd ed.). Düsseldorf: Westdeutscher.</li> <li style="font-weight:400;">Wocken, H. (2009). Inklusion & Integration. Ein Versuch, die Integration vor der Abwertung und die Inklusion vor Träumereien zu bewahren. In Integration und Inklusion auf dem Wege ins Gemeinwesen (pp. 204–234). A.-D. Stein, I. Niediek, & S. Krach. <a href="https://inklusion20.de/material/inklusion/Inklusion%20vs%20Integration_Wocken.pdf">https://inklusion20.de/material/inklusion/Inklusion%20vs%20Integration_Wocken.pdf</a></li> <li style="font-weight:400;">Grosche, M. (2015). Was ist Inklusion? Ein Diskussions- und Positionsartikel zur Defi nition von Inklusion aus Sicht der empirischen Bildungsforschung. In P. Kuhl, P. Stanat, B. Lütje-Klose, C. Gresch, H. A. Pant, & M. Prenzel (Eds.), Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp. 17–39). Springer Fachmedien Wiesbaden. <a href="https://doi.org/10.1007/978-3-658-06604-8">https://doi.org/10.1007/978-3-658-06604-8</a></li> <li style="font-weight:400;">UN-CRPD (Committee on the Rights of Persons with Disabilities). (2016) General comment No. 4 on the right to inclusive education. Convention on the Rights of Persons with Disabilities. <a href="https://documents.un.org/doc/undoc/gen/g16/263/00/pdf/g1626300.pdf">https://documents.un.org/doc/undoc/gen/g16/263/00/pdf/g1626300.pdf</a></li> <li style="font-weight:400;">Original illustration by Robert Ähnelt (CC-BY-SA 3.0 DE) modified by Michael Kowalczyk (CC-BY-SA 4.0 DE)</li> <li style="font-weight:400;">Video/YouTube: What Is Inclusion? https://www.youtube.com/watch?v=3VMz06iVzqs</li> <li style="font-weight:400;">THE 17 GOALS | Sustainable Development. (n.d.). <a href="https://sdgs.un.org/goals">https://sdgs.un.org/goals</a></li> <li style="font-weight:400;">Video/YouTube: Response to Intervention: A Tiered Approach to Instructing All Students <a href="https://www.youtube.com/watch?v=nkK1bT8ls0M&t=1s">https://www.youtube.com/watch?v=nkK1bT8ls0M&t=1s</a></li> <li style="font-weight:400;">UNESCO Global Education Monitoring Report Team, International Task Force on Teachers for Education. (2020). Inclusive teaching: preparing all teachers to teach all students. <a href="https://unesdoc.unesco.org/ark:/48223/pf0000374447">https://unesdoc.unesco.org/ark:/48223/pf0000374447</a></li> <li style="font-weight:400;">Widmer-Wolf P. (2018). Kooperation in multiprofessionellen Teams an inklusiven Schulen. in T.Sturm & M.Wagner-Willi (Hrsg.), Handbuch schulische Inklusion (Kap 3.5). UTB. - <a href="https://doi.org/10.36198/9783838549590">https://doi.org/10.36198/9783838549590</a></li> <li style="font-weight:400;">Jurkowski, S., Ulrich, M., & Müller, B. (2023). Co-teaching as a resource for inclusive classes: teachers’ perspectives on conditions for successful collaboration. International Journal of Inclusive Education, 27(1), 54–71. <a href="https://doi.org/10.1080/13603116.2020.1821449">https://doi.org/10.1080/13603116.2020.1821449</a></li> <li style="font-weight:400;">Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation: The Official Journal of the Association for Educational and Psychological Consultants, 20(1), 9–27. <a href="https://doi.org/10.1080/10474410903535380">https://doi.org/10.1080/10474410903535380</a></li> <li style="font-weight:400;">Studienseminar Hannover für das Lehramt für Sonderpädagogik. (n.d.). Handreichungen zur Ausbildung im gemeinsamen Unterricht. <a href="https://lehrerfortbildung-bw.de/s_sueb/alle/fb1/6_mat/3_zusammen/11_lit/Handreichungen-zur-Ausbildung-im-gemeinsamen-Unterrich.pdf">https://lehrerfortbildung-bw.de/s_sueb/alle/fb1/6_mat/3_zusammen/11_lit/Handreichungen-zur-Ausbildung-im-gemeinsamen-Unterrich.pdf</a></li> <li style="font-weight:400;">Video/YouTube: Co-Teaching Overview <a href="https://www.youtube.com/watch?v=RWB8cg0K3DE&list=PLCDsTyftAA2D_buI_Rti5phLZ1DdFsAMc">https://www.youtube.com/watch?v=RWB8cg0K3DE&list=PLCDsTyftAA2D_buI_Rti5phLZ1DdFsAMc</a></li> <li style="font-weight:400;">Video/YouTube: Special Education and Regular Education: Working Together <a href="https://www.youtube.com/watch?v=jlc1ZU-P8jc">https://www.youtube.com/watch?v=jlc1ZU-P8jc</a></li> <li style="font-weight:400;">Abbott, K. (2014). Social Justice. In A.C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research. Springer. <a href="https://doi.org/10.1007/978-94-007-0753-5_2772">https://doi.org/10.1007/978-94-007-0753-5_2772</a></li> <li style="font-weight:400;">Bell, L. A. (2007). Theoretical foundations for social justice education. In M. Adams (Ed.), Teaching for diversity and social justice (pp. 1–14). Routledge/Taylor & Francis Group. </li> <li style="font-weight:400;">Brüderl, J. (2019). Soziale Ungleichheit. Vorlesung Sozialstrukturanalyse (Kapitel 4), LMU München, Germany. <a href="https://www.ls3.soziologie.uni-muenchen.de/studium-lehre/lehrmaterialien/ws-2019-2020/vorlesung-sozialstruktur_19.pdf">https://www.ls3.soziologie.uni-muenchen.de/studium-lehre/lehrmaterialien/ws-2019-2020/vorlesung-sozialstruktur_19.pdf</a></li> <li style="font-weight:400;">Garro, F., Chiappalone, M., Buccelli, S., De Michieli, L., & Semprini, M. (2021). Neuromechanical Biomarkers for Robotic Neurorehabilitation. Frontiers in Neurorobotics, 15. <a href="https://doi.org/10.3389/fnbot.2021.742163">https://doi.org/10.3389/fnbot.2021.742163</a></li> <li style="font-weight:400;">ICD-11 for Mortality and Morbidity Statistics. (n.d.). Retrieved November 18, 2024, from <a href="https://icd.who.int/browse/2024-01/mms/en#437815624">https://icd.who.int/browse/2024-01/mms/en#437815624</a></li> <li style="font-weight:400;">Costa, P. T., & McCrae, R. R. (1988). Personality in adulthood: A six-year longitudinal study of self-reports and spouse ratings on the NEO Personality Inventory. Journal of Personality and Social Psychology, 54(5), 853–863. <a href="https://doi.org/10.1037/0022-3514.54.5.853">https://doi.org/10.1037/0022-3514.54.5.853</a></li> <li style="font-weight:400;">Costa, P. T., Jr, McCrae, R. R., & Löckenhoff, C. E. (2019). Personality across the life span. Annual Review of Psychology, 70(1), 423–448. <a href="https://doi.org/10.1146/annurev-psych-010418-103244">https://doi.org/10.1146/annurev-psych-010418-103244</a></li> <li style="font-weight:400;">Iller, M.-L., Mäder, R., & Schreiber, M. (2021). Handbuch Fragebogen zur Erfassung der Persönlichkeit (HEXACO-PI-R1). Zürcher Hochschule für Angewandte Psychologie. <a href="https://laufbahndiagnostik.psychologie.zhaw.ch/downloads/de/Handbuch_HEXACO-PI-R1.pdf">https://laufbahndiagnostik.psychologie.zhaw.ch/downloads/de/Handbuch_HEXACO-PI-R1.pdf</a></li> </ol> Format The file format, physical medium, or dimensions of the resource Activities (crossword; quiz; interactive reflection task; Padlet (feedback wall); text. <ul> <li style="font-weight:400;">HTML</li> </ul> Video/YouTube <ul> <li style="font-weight:400;">MP4</li> </ul> Reports <ul> <li style="font-weight:400;">PDF</li> </ul> Language A language of the resource English Type The nature or genre of the resource Online module Identifier An unambiguous reference to the resource within a given context <a href="https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#7">https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#7</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant The OER self-study module on Diversity and Inclusion in Education covers a comprehensive range of topics including inclusive education, diversity, discrimination, sustainability, and well-being in educational contexts. It is primarily targeted at student teachers, but is also accessible to in-service teachers and a broader educational audience. The module addresses the practical application of inclusive pedagogies, aligned with international human rights frameworks such as the UN CRPD, and emphasizes the development of future competencies needed by educators. This OER is relevant to the European context but is also applicable internationally, providing insights for educators facing global educational challenges. massive open online course MOOC online resource online training PDFs video Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BOOK Description An account of the resource Access to the related book. PDF Access to PDF of resource. URL <a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC107466">https://publications.jrc.ec.europa.eu/repository/handle/JRC107466</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource European Framework for the Digital Competence of Educators: DigCompEdu Subject The topic of the resource DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted to implementing regional and national tools and training programs. Description An account of the resource It provides a common language and approach that will help the dialogue and exchange of best practices across borders. It aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, relevant national and regional agencies, educational organisations themselves, and public or private professional training providers. Creator An entity primarily responsible for making the resource Christine Redecker (Author) Yves Punie (Editor) Source A related resource from which the described resource is derived JRC Publications Repository: <a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC107466">https://publications.jrc.ec.europa.eu/repository/handle/JRC107466</a> Publisher An entity responsible for making the resource available Publications Office of the European Union Date A point or period of time associated with an event in the lifecycle of the resource 2017 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Science for policy report Identifier An unambiguous reference to the resource within a given context ISBN: 978-92-79-73718-3 (print) , 978-92-79-73494-6 ISSN: 1018-5593 (print) , 1831-9424 (online) Other identifiers: EUR 28775 EN , OP KJ-NA-28775-EN-C (print) , OP KJ-NA-28775-EN-N (online) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant EU books guidelines online books PDFs Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Guidelines Description An account of the resource Access to the related guidelines Guidelines Resource providing guidance to deal with AI in Higher Education URL <a href="http://handbook.floeproject.org">http://handbook.floeproject.org</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource FLOE Inclusive Learning Design Handbook Subject The topic of the resource Inclusive Learning Design Description An account of the resource The FLOE Inclusive Learning Design Handbook is a free Open Educational Resource (OER) designed to assist teachers, content creators, web developers, and others in creating adaptable and personalizable educational resources that accommodate diverse learning styles and individual needs. Creator An entity primarily responsible for making the resource Inclusive Design Research Centre Source A related resource from which the described resource is derived Developed by the Inclusive Design Research Centre Publisher An entity responsible for making the resource available Inclusive Design Research Centre Date A point or period of time associated with an event in the lifecycle of the resource 2017 Contributor An entity responsible for making contributions to the resource Various experts in inclusive design and education Rights Information about rights held in and over the resource Creative Commons Attribution 4.0 International License Free to use, adapt, and share Relation A related resource Part of the FLOE Project Format The file format, physical medium, or dimensions of the resource Online Resource Language A language of the resource English Type The nature or genre of the resource Handbook Identifier An unambiguous reference to the resource within a given context <a href="http://handbook.floeproject.org">http://handbook.floeproject.org</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Global guidelines online resource Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Resources Description An account of the resource Online Resources Online Training Access to the Online Training resource URL <a href="https://ocw.mit.edu/">https://ocw.mit.edu/</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Free Digital Learning Resources for Inclusive Higher Education Subject The topic of the resource Open Courseware, Digital Learning, Inclusive Education, Accessibility in Higher Education Description An account of the resource MIT OpenCourseWare (OCW) is a free and open collection of educational resources from the Massachusetts Institute of Technology (MIT). It includes complete course materials such as lecture notes, assignments, and video lectures across multiple disciplines. Higher Education Institutions (HEIs) can use these resources to support inclusive and equitable education. Creator An entity primarily responsible for making the resource Massachusetts Institute of Technology (MIT) Source A related resource from which the described resource is derived Derived from MIT courses and contributions by educators and subject-matter experts worldwide Publisher An entity responsible for making the resource available MIT OpenCourseWare Date A point or period of time associated with an event in the lifecycle of the resource Ongoing Contributor An entity responsible for making contributions to the resource MIT Faculty, instructional designers, educators Rights Information about rights held in and over the resource Open access under Creative Commons License (CC-BY-NC-SA) Free to use, adapt, and redistribute for non-commercial purposes with attribution Relation A related resource Related to open-access learning materials, inclusive curriculum development, and digital education strategies Format The file format, physical medium, or dimensions of the resource Digital textbooks, lecture videos, PDFs, problem sets, and interactive course materials Language A language of the resource English (Some courses available in other languages via translations) Type The nature or genre of the resource Digital Learning Repository, Open Courseware (OCW) Identifier An unambiguous reference to the resource within a given context MIT OpenCourseWare - Global Digital Education Repository Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Global (Accessible to HEIs worldwide) online resource online training PDFs video Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Tools Description An account of the resource Access to the related online Tool Interactive Resource A resource requiring interaction from the user to be understood, executed, or experienced. Examples include forms on Web pages, applets, multimedia learning objects, chat services, or virtual reality environments. URL <a href="https://heinnovate.eu/en/user/sign-in?destination=/en/self-assessment/create">https://heinnovate.eu/en/user/sign-in?destination=/en/self-assessment/create</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource HEInnovate Subject The topic of the resource Heinnovate is a self-assessment tool, which allows higher education institutions to evaluate their potential for innovation through identifying, planning and prioritising actions according to eight key areas. Description An account of the resource Developed by the European Commission in collaboration with the OECD, the tool establishes areas of strengths and weaknesses and offers the possibility to track evolution and progress over time. Heinnovate is interactive, free of charge, confidential, and easy-to-use. Apart from diagnosing strengths and weaknesses in digital and innovation in the context of the individual higher education institution, the tool also offers an environment where discussions and debates on aspects related to education or entrepreneurship can be facilitated, allowing for progressive tracking of metrics and evolution. Academic institutions and educators can also access case studies, user testimonials and supporting materials, which can be used to design innovative solutions according to specific needs and requirements. HEInnovate covers eight areas for self-assessment: Leadership and governance. Organisational capacity: funding, people and incentives. Entrepreneurial teaching and learning. Preparing and supporting entrepreneurs. Digital transformation and capability. Knowledge exchange and collaboration. The internationalised institution. Measuring impact. Creator An entity primarily responsible for making the resource European Commission's DG Education and Culture in partnership with the OECD Publisher An entity responsible for making the resource available OECD Date A point or period of time associated with an event in the lifecycle of the resource Launched in 2013 Contributor An entity responsible for making contributions to the resource European Commission Format The file format, physical medium, or dimensions of the resource Online assessment tool Language A language of the resource All EU languages Type The nature or genre of the resource Self-Assessment Tool Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant EU guidelines online resource