Within the context of the Australian higher education sector, this chapter aims to draw together the principles of inclusive curriculum design and Universal Instructional Design (Silver, Bourke, & Strehorn, 1998) to provide lecturers and curriculum designers with concrete advice on how to design curricula that are both inclusive and accessible. Through a review of the literature and the introduction of six practical principles, the chapter sheds light on the importance of inclusive curriculum design for all students, and, more particularly, students studying in online, distance, or blended modes.
In summer 2003, we developed four new hands-on information assurance educational exercises for use in the UMBC undergraduate and graduate curricula. Exercise topics comprise buffer overflow attacks, vulnerability scanning, password security and policy, and flaws in the Wired Equivalent Privacy (WEP) protocol. During each exercise, each student carries out structured activities using a laptop from a mobile cart that can be rolled into any classroom. These dedicated, isolated machines permit a student to make mistakes safely, even while acting as the system administrator, without adversely affecting any other user. Each exercise is organized in a modular fashion to facilitate varied use for different courses, levels, and available time. Our experiences delivering these exercises show that practical hands-on activities motivate students and enhance learning. In this paper we describe our exercises and share lessons learned, including the importance of careful planning, ethical considerations, the rapid obsolescence of tools, and the difficulty of including exercises in already busy courses.
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