{"id":1250,"date":"2025-04-09T14:00:00","date_gmt":"2025-04-09T13:00:00","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/?p=1250"},"modified":"2026-03-26T10:02:44","modified_gmt":"2026-03-26T10:02:44","slug":"inclusivity-week-wednesday-2nd-april-2025","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/2025\/04\/09\/inclusivity-week-wednesday-2nd-april-2025\/","title":{"rendered":"Inclusivity Week | Wednesday 2nd April 2025"},"content":{"rendered":"\n<p><strong>Workshops: Creating Accessible Digital Documents and Resources: led by Faye Brockwell (Learning Technologist) and Maintaining Attention in Lectures&nbsp;<\/strong><\/p>\n\n\n\n<p><strong>Led by Dr. Sophie Forster (Reader in Cognitive Neuroscience)<\/strong>&nbsp;<\/p>\n\n\n\n<h2><strong>Creating Accessible Digital Documents and Resources<\/strong>&nbsp;<\/h2>\n\n\n\n<p><strong>Led by Faye Brockwell<\/strong>&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" width=\"1024\" height=\"769\" src=\"https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-1024x769.jpeg\" alt=\"\" class=\"wp-image-1251\" srcset=\"https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-1024x769.jpeg 1024w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-300x225.jpeg 300w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-768x576.jpeg 768w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-1536x1153.jpeg 1536w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-100x75.jpeg 100w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-150x113.jpeg 150w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-200x150.jpeg 200w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-450x338.jpeg 450w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-600x450.jpeg 600w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3-900x676.jpeg 900w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-3.jpeg 1600w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p>With most attendees joining for a refresher, this workshop underscored that accessibility is not a one-time task, but an ongoing practice. As Faye pointed out, we all pick up bad habits\u2014this session helped us refocus on why accessibility matters, how to check our materials, and where to go for support.&nbsp;<\/p>\n\n\n\n<p>At Sussex, 30% of students have a declared disability. That means accessibility isn\u2019t optional\u2014it\u2019s essential. In addition, many of the accessibility techniques benefit all learners, not just those with declared needs.&nbsp;<\/p>\n\n\n\n<p>Faye introduced key tools for digital accessibility:&nbsp;<\/p>\n\n\n\n<ul><li><strong>Accessibility checkers<\/strong> in both Canvas and Microsoft Office are a great place to start\u2014just spotting issues is a win&nbsp;<\/li><\/ul>\n\n\n\n<ul><li><strong>Text-based alternatives<\/strong> should always accompany visual content like graphs, videos or diagrams&nbsp;&nbsp;<\/li><\/ul>\n\n\n\n<ul><li><strong>Alt text<\/strong> should be used with all images (even in emails) to describe the image\u2019s purpose, not just its content&nbsp;<\/li><\/ul>\n\n\n\n<ul><li><strong>Use minimal colours<\/strong>\u2014three per page is a good rule\u2014and avoid using colour alone to convey meaning&nbsp;<\/li><\/ul>\n\n\n\n<ul><li><strong>Create meaningful links<\/strong> using descriptive text instead of pasting the full URL or using vague terms like \u201cclick here.\u201d&nbsp;<\/li><\/ul>\n\n\n\n<ul><li><strong>Headings and styles<\/strong> in Word, Canvas, and PowerPoint help screen readers navigate documents and slides properly&nbsp;<\/li><\/ul>\n\n\n\n<ul><li><strong>Use tables only for data<\/strong>, not layout.&nbsp;<\/li><\/ul>\n\n\n\n<p>See the <a href=\"https:\/\/www.sussex.ac.uk\/tel\/accessibility\" target=\"_blank\" rel=\"noreferrer noopener\">Digital Accessibility Toolkit<\/a> for more information.&nbsp;<\/p>\n\n\n\n<p>A key message? You don\u2019t need to retroactively fix every old file\u2014but you can commit to doing better from now on.&nbsp;<\/p>\n\n\n\n<p>The session closed with a reminder of the \u2018why\u2019: without accessible formatting, partially sighted students may be forced to read through entire document rather than jumping to what\u2019s relevant. It\u2019s not about box-ticking\u2014it\u2019s about making our content usable and inclusive for everyone.&nbsp;<\/p>\n\n\n\n<p>The resources used in this workshop are available via our <a href=\"https:\/\/canvas.sussex.ac.uk\/courses\/14993\/pages\/creating-accessible-digital-resources-workshop\" target=\"_blank\" rel=\"noreferrer noopener\">Creating Accessible Digital Resources workshop Canvas page<\/a> (requires login).&nbsp;<\/p>\n\n\n\n<h2><strong>Maintaining Attention in Lectures<\/strong>&nbsp;<\/h2>\n\n\n\n<p><strong>Led by Dr. Sophie Forster<\/strong>&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" width=\"1024\" height=\"715\" src=\"https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-1024x715.jpeg\" alt=\"\" class=\"wp-image-1252\" srcset=\"https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-1024x715.jpeg 1024w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-300x209.jpeg 300w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-768x536.jpeg 768w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-1536x1072.jpeg 1536w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-100x70.jpeg 100w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-150x105.jpeg 150w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-200x140.jpeg 200w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-450x314.jpeg 450w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-600x419.jpeg 600w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4-900x628.jpeg 900w, https:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2025\/04\/image-4.jpeg 1600w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p>The afternoon session tackled a key question: how do we hold students\u2019 attention in a world full of distraction? Drawing on cognitive science, Sophie explored how attention works and why it matters so much for learning outcomes.&nbsp;<\/p>\n\n\n\n<p>Inattentive traits, like difficulty focusing, mind-wandering, or distraction, can significantly affect academic performance, even among undiagnosed students. Attention is a deeply heritable trait, but also one educators can help shape.&nbsp;<\/p>\n\n\n\n<p>Key takeaways:&nbsp;<\/p>\n\n\n\n<ul><li>Attention fluctuates, but it can be influenced by teaching design.&nbsp;<\/li><\/ul>\n\n\n\n<ul><li>Students mind-wander during around 30% of lectures.&nbsp;<\/li><\/ul>\n\n\n\n<ul><li>Attention is not just about willpower, but about how engaging and digestible our content is.&nbsp;<\/li><\/ul>\n\n\n\n<p>Sophie offered recommendations of simple, inclusive techniques:&nbsp;<\/p>\n\n\n\n<ul><li>Consider incorporating real-world examples, anecdotes, or humour to build engagement.&nbsp;<\/li><\/ul>\n\n\n\n<ul><li>Break content into smaller segments using interactive elements such as interpolated testing, polling tools, or micro-interactions (e.g. \u201ctalk to your neighbour for a minute\u201d).&nbsp;<\/li><\/ul>\n\n\n\n<ul><li>Assume that most students will \u2018zone out\u2019 at some point during the lecture\u2014what would be the worst parts for them to miss, and how can you prevent or mitigate this? For example, you could say, <em>\u201cThis next bit is really important,\u201d<\/em> or <em>\u201cIf you\u2019re going to focus for 10 minutes in this lecture, focus now!\u201d<\/em>&nbsp;<\/li><\/ul>\n\n\n\n<ul><li>Let students know the structure of the session and when there will be breaks.&nbsp;<\/li><\/ul>\n\n\n\n<p>Participants reviewed their own teaching content, asking:&nbsp;<\/p>\n\n\n\n<ul><li>What is the key information I need to deliver?&nbsp;<\/li><\/ul>\n\n\n\n<ul><li>Are there long periods without interaction?&nbsp;<\/li><\/ul>\n\n\n\n<p>The message was clear: cut content where necessary, and add flavour, interaction, and salience. This isn\u2019t about making learning \u201centertaining\u201d for its own sake, it\u2019s about helping students absorb, retain, and stay present.&nbsp;<\/p>\n\n\n\n<p>See Sophie\u2019s <a href=\"https:\/\/sussex.box.com\/s\/k6kvygui5g4cbm08oz34t3r1qs3dges4\" target=\"_blank\" rel=\"noreferrer noopener\">slides.<\/a>&nbsp;&nbsp;<\/p>\n\n\n\n<p>Sophie also provided two book recommendations that can support maintaining students\u2019 attention during lectures and seminars:&nbsp;<\/p>\n\n\n\n<ul><li><a href=\"https:\/\/www.storyworthymd.com\/blog\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Storyworthy<\/em><\/a><em> <\/em>by Matthew Dicks. The author is a multiple winner of \u2018The Moth\u2019 storytelling competition (it\u2019s also a podcast). I found this helpful not just for lecturing but also for grant writing.&nbsp;<\/li><\/ul>\n\n\n\n<ul><li><a href=\"https:\/\/www.waterstones.com\/book\/the-serious-guide-to-joke-writing\/sally-holloway\/9781907498374\" target=\"_blank\" rel=\"noreferrer noopener\"><em>The serious guide to joke writing: How to say something funny about anything<\/em><\/a><em> <\/em>by Sally Holloway. This book has practical techniques that can be used to create a joke about any topic (i.e. including very dry and unfunny topics \u2013 the author\u2019s background was in writing jokes about the news) in a way that I think lends itself well to lectures (and bear in mind, these \u2018jokes\u2019 could be delivered in lectures either verbally or as visual jokes on the slides, depending on the lecturer\u2019s style and preferences).&nbsp;<\/li><\/ul>\n\n\n\n<h2><strong>Shared message: Inclusive teaching starts with thoughtful design<\/strong>\u00a0<\/h2>\n\n\n\n<p>Both sessions reminded us that inclusive teaching is not about grand gestures\u2014it\u2019s about intentional design. Whether that\u2019s making sure screen readers can read your Word document or ensuring students aren\u2019t left behind by overly dense lectures, we have the tools (and support) to teach in more inclusive ways.&nbsp;<\/p>\n\n\n\n<p>Inclusivity Week Day 3 offered two powerful, practical lenses for building better teaching: accessibility and attention. When both are thoughtfully considered, the result is a more engaging and equitable learning experience for everyone.&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Workshops: Creating Accessible Digital Documents and Resources: led by Faye Brockwell (Learning Technologist) and Maintaining Attention in Lectures&nbsp; Led by Dr. Sophie Forster (Reader in Cognitive Neuroscience)&nbsp; Creating Accessible Digital Documents and Resources&nbsp; Led by Faye Brockwell&nbsp; With most attendees<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/learning-matters\/2025\/04\/09\/inclusivity-week-wednesday-2nd-april-2025\/\">Read more &#8250;<\/a><\/div>\n<p><!-- end of .read-more --><\/p>\n","protected":false},"author":343,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"spay_email":""},"categories":[71757],"tags":[123700,98293],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/posts\/1250"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/users\/343"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/comments?post=1250"}],"version-history":[{"count":2,"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/posts\/1250\/revisions"}],"predecessor-version":[{"id":1254,"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/posts\/1250\/revisions\/1254"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/media?parent=1250"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/categories?post=1250"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/wp-json\/wp\/v2\/tags?post=1250"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}