22 Unit 3 scenarios: Inclusion and accessibility
School context
Tutor prompts inserted into Microsoft Copilot:
Generate a scenario based on the below.
Here is some context for a unit which is about inclusion, accessibility and the digital divide.
Key concepts we will need to explore in the scenario are inclusive practice, accessibility considerations, designing learning for all and flexible learning.
General observations that apply:
- Student using social media routinely to stay in touch with friends.
- Always with their phone and on their phone.
- A lot of choice using software, apps and other digital platforms.
- Taking photographs routinely, also editing these.
- Using a range of social media apps.
- Many play multiplayer games.
- Also creating online content, such as videos.
- Doom scrolling.
- Connected living but disconnected learning.
- Not sure how to use digital technologies for their learning.
- Students rely primarily on their tutors for feedback.
This scenario would relate to teachers and students in school. And here is what is happening: Please use the above and below to build a scenario. Do NOT provide solutions. Include discussion points and discussion points linked to the module learning outcomes.
The generic module learning outcomes are:
LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.
LO2: Apply specific learning theories relevant to digital education in your professional context.
LO3: Critically reflect on a range of digital technologies and practices in your professional context.
| Students in schools | Teachers in schools |
| · Some students have multiple devices other students only have older phones and older technology.
· No internet at home or using shared digital devices such as PC or laptop. · May have limited funds to buy books, other learning materials. · May not have enough funds to purchase own laptop or have internet access and buy specific software. · Reduced access to information available via the internet. · Slow internet connection, no broadband. · Not sure how to use digital devices for learning. · Needs to travel to local library to access the internet. · Resources not all in accessible format. · Challenging reading on screen. · Videos don’t play due to limited bandwidth. · May not be allowed to use personal digital devices during school time. |
· May not have internet at home on own device such as PC or laptop.
· Sharing digital devices at home, sharing also in school. · Not sure how to use digital devices for teaching. · Some staff development in school. · Resources not always in accessible format. · Presentations in small font size and difficult colour combinations. · Not sure how to build a community of learners. Limited group work. · Some diversity in the student population. · Use of digital devices for learning restricted in school and not available for all students.
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Copilot generated scenario: Inclusion and accessibility in a school setting
Scenario: “Learning Gaps in a Digitally Divided Classroom”
Setting:
A secondary school in a mixed-income urban area. The school has limited digital infrastructure and a diverse student population with varying levels of access to technology at home.
Characters:
- Mr. Ahmed, a science teacher trying to integrate more digital content into his lessons.
- Leah, a student with a high-end smartphone and active on multiple social media platforms.
- Tariq, a student who shares an old laptop with his siblings and has no internet at home.
- Sophie, a student with a visual impairment who struggles with inaccessible digital resources.
What’s Happening:
Mr. Ahmed is preparing a lesson on ecosystems. He plans to use an interactive online simulation and a video documentary to engage students. The resources are shared via the school’s learning platform, and students are expected to review them at home before the next class.
Leah accesses the materials easily on her phone and even creates a short TikTok video summarizing the key points. She enjoys the flexibility and multimedia format.
In contrast, Tariq is unable to access the simulation because his home internet is unreliable and the video won’t load. He tries to use the school library, but the computers are often booked. He feels left behind and embarrassed to ask for help.
Sophie attempts to read the presentation slides but struggles with the small font and poor colour contrast. The video lacks captions, and the simulation is not screen-reader friendly. She feels excluded from the learning experience.
Mr. Ahmed is unaware of these issues. He assumes students will let him know if they have problems. Although he has received some training in digital tools, it did not cover accessibility or inclusive design. He notices that some students are disengaged but attributes it to lack of motivation.
Discussion Points:
General Reflections:
- How do assumptions about access and ability shape the design of digital learning experiences?
- What are the visible and invisible barriers to inclusion in this scenario?
Linked to LO1 (Critically assess key contemporary debates…):
- How does this scenario reflect broader societal inequalities in access to digital technologies?
- What are the ethical implications of relying on digital tools in contexts where access is uneven?
Linked to LO2 (Apply specific learning theories…):
- How might inclusive practice be informed by theories of universal design for learning (UDL)?
- In what ways could flexible learning approaches support students like Tariq and Sophie?
- How can social constructivism be used to foster peer support and reduce isolation?
Linked to LO3 (Critically reflect on digital technologies and practices…):
- What are the limitations of current digital practices in addressing diverse learner needs?
- How might teachers reflect on their own digital assumptions and practices to promote accessibility?
- What role does institutional support play in enabling inclusive digital education?
University context
Tutor prompts inserted into Microsoft Copilot:
Generate a scenario based on the below.
Here is some context for a unit which is about inclusion, accessibility and the digital divide.
Key concepts we will need to explore in the scenario are inclusive learning and teaching, accessibility considerations for learning and teaching materials, learning activities, designing learning for all and flexible learning and choice.
General observations that apply:
- Student using social media routinely to stay in touch with friends.
- Always with their phone and on their phone.
- A lot of choice using software, apps and other digital platforms.
- Taking photographs routinely, also editing these.
- Using a range of social media apps.
- Many play multiplayer games.
- Also creating online content, such as videos.
- Doom scrolling.
- Connected living but disconnected learning.
- Not sure how to use digital technologies for their learning.
- Students rely primarily on their tutors for feedback.
This scenario would relate to teachers and students in school. And here is what is happening: Please use the above and below to build a scenario. Do NOT provide solutions. Include discussion points and discussion points linked to the module learning outcomes.
The generic module learning outcomes are:
LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.
LO2: Apply specific learning theories relevant to digital education in your professional context.
LO3: Critically reflect on a range of digital technologies and practices in your professional context.
| Students at university | Educators at university |
| · May live away from university, which is costly.
· Many students are commuting. · Many students live on student loan. · Not all students receive financial help from their parents or carers. · No internet at home. Access to internet in a cafe, the local library or on campus. · Students may be sharing digital devices with others. · Limited funds to buy learning materials, books. · Not sure how to use digital devices for learning. · Not familiar with learning platforms or software. · Resources not in accessible format. · May not have funds to purchase access to specific platforms or software that support their learning. · May find it challenging reading on screen. · Videos don’t play due to limited bandwidth · Online, in live session students may be unable to switch on camera due to limited bandwidth or have no camera. · Students with disabilities not always enabled to fully participate. Example deaf students and no access to interpreter.
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· May not have internet at home.
· Sharing digital devices at home and work. · Not sure how to use best digital devices for teaching to support students’ learning or interaction during class. · Staff development available via workshops, programmes, qualifications. But limited time to participate. · Learning technologists there to support educators. Not always have the time to engage. · Learning resources not in accessible format. · Presentations in small font size and difficult colour combinations. · Challenging reading what is on screen. · Sound in room not always working. · Not sure how to build a community of learners. · Students very diverse.
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Copilot generated scenario: Inclusion and accessibility in a university setting
Scenario: “Access Denied: Learning on the Margins”
Setting:
A large, diverse university with a mix of in-person and online learning. Students come from a wide range of socioeconomic and cultural backgrounds. The university promotes digital learning but faces challenges in ensuring equitable access.
Characters:
- Dr Morgan, a lecturer in Sociology, passionate about social justice but overwhelmed by workload.
- Nina, a first-year student who commutes from a rural area and shares a laptop with her siblings.
- Jamal, a student with a hearing impairment who struggles to access lecture content.
- Elena, a student who is confident using social media but unsure how to navigate the university’s learning platform.
What’s Happening:
Dr Morgan is delivering a hybrid module on “Digital Society.” Lectures are recorded and uploaded to the university’s platform. Students are expected to engage with weekly readings, participate in online discussions, and submit digital assignments.
Nina often travels over an hour to campus and has no internet at home. She accesses materials at the local library but struggles with limited opening hours and slow connections. As a result, she misses deadlines and feels anxious about falling behind.
Jamal attends lectures in person but finds that the captions on recorded videos are inaccurate. There is no interpreter available during live sessions. He feels excluded from class discussions and avoids group work.
Elena is confident using digital tools in her personal life—editing videos, using social media, and playing online games—but she finds the university’s learning platform confusing. She doesn’t know how to access feedback or where to find support. She feels disconnected from her peers and tutors.
Dr Morgan is aware that some students are struggling but doesn’t know the full extent. She uses PowerPoint slides with small fonts and complex layout. Although she is committed to making her teaching more inclusive, she lacks the time and training to adapt her materials. She assumes that students will reach out if they need help.
Discussion Points:
General Reflections:
- What assumptions are being made about students’ access to technology and digital literacy?
- How do institutional structures reinforce or challenge the digital divide?
Linked to LO1 (Critically assess key contemporary debates…):
- How does this scenario reflect broader debates about equity, access, and digital inclusion in higher education?
- What are the implications of digital-first strategies for students with limited access or additional needs?
Linked to LO2 (Apply specific learning theories…):
- How might inclusive learning and teaching be informed by universal design for learning (UDL) principles?
- In what ways could flexible learning support students like Nina and Jamal?
- How can constructivist and connectivist approaches help build a more inclusive learning community?
Linked to LO3 (Critically reflect on digital technologies and practices…):
- What are the limitations of current digital practices in supporting diverse learners?
- How might educators reflect on their own digital assumptions and redesign their materials for accessibility?
- What role do institutional policies and support systems play in enabling or hindering inclusive digital education?
