Environment Scanner

Question 01 At what point in this learning experience is a student first required to share information about themselves in order to participate?

Consider arrival, seating arrangements, participation formats, and assessment. Note where that requirement occurs and what it involves.

Consider arrival, seating arrangements, participation formats, and assessment. Note where that requirement occurs and what it involves.

Question 02 What assumptions about sustained attention are built into the structure of this session?

Consider session length, break frequency, and pacing. Note where those assumptions are made explicit and where they are implicit.

Question 03 Which elements of this learning environment depend on a student's ability to participate verbally?

Consider questioning, discussion, group work, and formative participation. Note which of these are central to the learning outcomes.

Question 04 What prior knowledge of institutional processes would a student need in order to navigate this environment independently?

Consider how accommodations are requested, how participation norms are communicated, and where information about support is located.

Question 05 Which areas of this physical space offer the most complete access to instruction — and how are students allocated to those areas?

Consider sightlines, acoustics, proximity to exits, and flexibility of seating arrangements.

Question 06 What options are available to a student who needs to manage a physical, sensory, or emotional need during a session?

Consider what is currently available, how it is communicated, and whether using it requires a student to draw attention to themselves.

Question 01 What assumptions about a student's learning environment are built into the design of this course?

Consider internet connectivity, device access, available study space, noise levels, and personal or caring responsibilities.

Question 02 At which points does this course require a student to be seen or heard — and how does each requirement relate to the stated learning outcomes?

Consider camera expectations, live participation requirements, and audio or video-based assessments.

Question 03 How many steps does it take a student to locate what they need to do next in this course?

Trace the navigation path from a student's starting point. Note where interpretation is required and where the path is straightforward.

Question 04 Which content formats are used in this course, and what does each format require of a student in order to access it?

Consider captions, transcripts, document structure, and any format that has dependencies on software, bandwidth, or prior familiarity.

Question 05 What is the process for a student who encounters difficulty — technical, academic, or personal — and how many steps does that process involve?

Consider whether support is synchronous or asynchronous, how it is located, and what a student is required to do or disclose to access it.

Question 06 Which time-based requirements in this course are tied directly to learning outcomes, and which have been inherited from other delivery formats?

Consider deadlines, synchronous session schedules, and participation windows.

Question 01 In what ways does the experience of participating online in this environment differ from participating in person?

Consider what is visible, audible, and interactive for each group. Note where the experiences diverge and where they are equivalent.

Question 02 What factors might lead a student to choose online participation rather than attending in person?

Consider disability, geographic location, caring responsibilities, transport, and health. Note how the design accounts for the range of reasons a student may be remote.

Question 03 Which elements of this learning environment are not fully accessible to students participating online?

Consider informal interaction, visual materials, group activities, and spontaneous moments. Note which of these carry learning value.

Question 04 What is the plan when technology does not perform as expected — and what is a student's role in that situation?

Consider audio and video failures, platform outages, and connectivity issues. Note what a student is expected to manage independently.

Question 05 How is the facilitator's attention distributed between in-person and online participants in this environment?

Consider how questions are taken, how participation is invited, and how the facilitator monitors engagement across both groups.

Question 06 How is online participation described and framed — in course documentation, in session language, and in the design of activities?

Note whether online participation is positioned as a primary mode or as an alternative to in-person attendance.

Question 01 At what stage of this placement is a student expected to disclose a disability or access requirement — and through what process?

Consider disclosure to the institution, the host site, and individual supervisors. Note what each disclosure involves and who holds that information.

Question 02 What physical, sensory, and cognitive demands does participation in this placement involve?

List the demands as specifically as possible. Note which are directly tied to the learning outcomes and which are features of the placement context.

Question 03 What is the process when a student is unable to meet a placement requirement — and how is that process documented and communicated?

Consider who is involved, what the timeline is, and how the student's role in the process is defined.

Question 04 To what extent does a student's experience in this placement depend on the practices of an individual supervisor or host organisation?

Consider what is standardised across placements and what varies. Note where variability affects access.

Question 05 What practical requirements does this placement make of students outside of learning hours?

Consider travel time and cost, equipment requirements, language, and any cultural or contextual factors specific to the placement setting.

Question 06 What support is available to a student experiencing difficulty in this placement, and at what point does it become accessible?

Consider whether support is initiated by the student or offered proactively, and what is required to access it.

Question 01 What physical requirements does full participation in this space involve?

Consider posture, duration of standing or sitting, fine motor tasks, physical reach, and the use of specific equipment. Note which requirements are central to the learning outcomes.

Question 02 Where does this environment place time pressure on students — and how does each instance relate to the learning outcomes?

Consider timed tasks, demonstration under observation, and the pace of group work.

Question 03 How is student work evaluated in this space, and what does the evaluation process require of students in terms of visibility or comparison?

Consider public critique, peer observation, and any formats where individual work is assessed in a group setting.

Question 04 What knowledge is a student expected to have before instruction begins in this environment?

Consider safety protocols, equipment conventions, and spatial or procedural norms. Note how and when that knowledge is communicated.

Question 05 What sensory conditions does this environment create, and have those been considered as access factors?

Consider noise, smell, lighting, temperature, and the density of people and equipment in the space.

Question 06 How was the workflow of this practical session designed — and what working pace and style does it assume?

Consider step sequencing, time allocations, equipment sharing arrangements, and group configurations.

Possible gaps identified

Note where the environment creates friction, places requirements on the person rather than on the system, or leaves needs unmet or met late.

Constraints that may function as design principles

Note any constraints in this environment — budget, technology, staffing, time — and how each might shape a more durable or equitable response to what you found.

Next steps

Note what this scan suggests should happen next, who should be involved, and what questions remain that only the person most affected can answer.