The group project we are planning for our resource aims to provide as many pathways for learners as possible. We understand that group-work can be difficult for learners for a variety of reasons, but believe it is the best way to showcase the material.

Inclusive design begins with the initial planning of a learning resource. Due to the interactive nature of our resource, and key group-work elements, there are several challenges to plan a fully inclusive design. Barriers to student learning includes social set-backs (autism, social anxiety, language differences etc.), lack of stable online accessibility, and scheduling conflicts. When building our resource, there are solutions to these complications. Having a variety of ways to communicate to other group members will allow students to choose whichever works best for them. This can mean written/text-based communication over social media, blogs or email, or verbal communication with tools like Zoom or Discord. Breaking down the group work into manageable, independent aspects can alleviate the pressure of different scheduling as well as the social set-backs, paired with asynchronous communication styles. With most of the work being done online, having a limited wi-fi/online accessibility is difficult to overcome. One aspect to consider is the use of videos/larger filed needed, and trying to limit them as much as possible. Blog posting and other text-based technologies require less data comparatively. 

    Approaching the content with cooperative learning benefits a variety of learning needs. Students are encouraged to find their own strengths and fit into the group as appropriate. If needed, we as instructors can assist students in this process. Boosting self-esteem in students while advancing their learning about collaborative projects. Hopefully the students feel comfortable with asking for assistance as necessary, and communicating with instructors about their needs.