Reflection on practice: Rethinking lectures for more inclusive learning in block teaching

Our interactive presentation will provide critical reflections on the use of pre-recorded mini-lectures, or ‘lecturettes’ in block teaching, while also exploring the specific benefits of this pedagogical approach for supporting diverse learner needs and for developing positive self-efficacy and self-regulatory practices. For many years, universities, globally, have sought to attract a more diverse range of learners (McCall et al., 2020), and yet many of the strategies and practices used to deliver curriculum have retained ‘one foot in the past’. If we are to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ as specified by the United Nations (2016), then practice needs to change. A significant consideration when designing our block curriculum was the potential barriers for learners with diverse needs; of particular concern was the potential for gaps in engagement with key theory and topics. However, the use of short pre-recorded and interactive lecturettes allowed students to engage and re-engage with key theories, concepts and ideas at their own pace before moving on to more complex ideas, reflecting Bruner’s (1960) notion of the spiral curriculum. It is hoped that lecturettes will prove successful in supporting autonomy and providing inclusive learning experiences for all students as they move through their programme. We will present our reflections on the use of lecturettes framed around the key themes of block teaching and learning, but with a keen focus on inclusion and accessibility of learning.