Short answer
When designing educational systems, prioritize the creation of flexible, accessible structures that invite participation and knowledge sharing, rather than those that inadvertently or intentionally exclude.
- Field
- User-Centred Design
- Source
- Distance Education (2023)
- Method
- Conceptual analysis and theoretical framework development
- Evidence
- Moderate effect
University systems can be redesigned to foster open education by identifying and transforming 'prohibitive closures' into 'enabling closures' that promote inclusivity and access. This user-centred design research insight is drawn from a 2023 study published in Distance Education. Using Conceptual analysis and theoretical framework development, researchers explored how this design variable affects real-world outcomes. The key design takeaway: When designing educational systems, prioritize the creation of flexible, accessible structures that invite participation and knowledge sharing, rather than those that inadvertently or intentionally exclude.
Enabling Openness: Designing University Systems for Inclusive Educational Access
University systems can be redesigned to foster open education by identifying and transforming 'prohibitive closures' into 'enabling closures' that promote inclusivity and access.
Distance Education · 2023
Key Findings
- 01University systems often contain 'prohibitive closures' that limit access and perpetuate privilege.
- 02'Enabling closures' can be designed within systems to create opportunities for openness and inclusion.
- 03Open education initiatives are often in tension with the closed, commercialized infrastructures of higher education.
Application
Design takeaway
When designing educational systems, prioritize the creation of flexible, accessible structures that invite participation and knowledge sharing, rather than those that inadvertently or intentionally exclude.
How to apply
When developing new educational technologies or redesigning university policies, actively seek opportunities to dismantle exclusionary practices and build in mechanisms for broader access and participation.
Project actions
- 01Consider the 'rules' and 'systems' around your design project. Are they helping or hindering users?
- 02Look for ways to make your design more open and accessible to a wider range of people.
Method & Evidence
Variables
Strengths & Limitations
Strengths
- +Provides a critical theoretical lens for analyzing educational systems.
- +Offers a useful distinction between different types of systemic closures.
Limitations
This is a theoretical paper, so direct experimental data on specific design interventions is not provided.
Reliability & validity
The validity of the conceptual framework relies on the logical coherence of the arguments presented. Reliability would be assessed by the consistency of interpretation of 'prohibitive' and 'enabling' closures across different analyses.
Think critically
To what extent can technological solutions alone overcome systemic issues of exclusion in education, or are fundamental policy changes also required?
Design Principles
"Design for inclusion by transforming systemic barriers into pathways for engagement."
This research highlights how the design of educational systems, both technologically and administratively, can either perpetuate exclusion or facilitate greater participation. By understanding the inherent tensions within university structures, designers can create more equitable learning environments.
What This Means for Your Design
Think about how university rules and technology can sometimes make it hard for people to learn. This research says we can redesign these things to make them easier and fairer for everyone to access education.
How to use in your project
- 1.Use this research to justify design choices that aim to increase accessibility or reduce barriers for users in your design project.
Add to My Project
Quick Cite
Paragraph starter
The research by Gallagher and Lamb (2023) suggests that educational systems can be designed to be more inclusive by transforming 'prohibitive closures' into 'enabling closures.' This principle guided the design of [your project], aiming to create a more accessible and equitable user experience by [specific design action].
Source
Distance Education
Open education in closed-loop systems: Enabling closures and open loops
journal · 2023
View sourceQuestions About This Research
- What does the research say about enabling openness: designing university systems for inclusive educational access?
- When designing educational systems, prioritize the creation of flexible, accessible structures that invite participation and knowledge sharing, rather than those that inadvertently or intentionally exclude. Evidence: Distance Education (2023).
- Why does "Enabling Openness: Designing University Systems for Inclusive Educational Access" matter for design?
- This research highlights how the design of educational systems, both technologically and administratively, can either perpetuate exclusion or facilitate greater participation. By understanding the inherent tensions within university structures, designers can create more equitable learning environments.
- How can designers apply this research?
- When designing educational systems, prioritize the creation of flexible, accessible structures that invite participation and knowledge sharing, rather than those that inadvertently or intentionally exclude.
- What were the main findings?
- University systems often contain 'prohibitive closures' that limit access and perpetuate privilege.. 'Enabling closures' can be designed within systems to create opportunities for openness and inclusion.. Open education initiatives are often in tension with the closed, commercialized infrastructures of higher education.
- What research method was used?
- Conceptual analysis and theoretical framework development.
- How strong is the evidence?
- Evidence strength is rated Moderate effect, based on a 2023 journal from Distance Education.
- What should I do differently in my next project?
- When developing new educational technologies or redesigning university policies, actively seek opportunities to dismantle exclusionary practices and build in mechanisms for broader access and participation.
- What are the limitations?
- The paper is theoretical and does not present empirical data from specific design interventions.