ABSTRACT
A university in western Canada provides courses in blended, online, and face-to-face formats that are informed by an institutional learning, teaching, and research model. This snapshot presents the case of a graduate program that was designed with openness and networked learning as cross-cutting themes. The development of this program was informed by the principles of universal design (Steinfeld, Maisel & Lavine, 2012) and Universal Design for Learning (Al-Azawei, Serenelli, & Lundqvist, 2016) to address equity and access challenges. Research findings regarding faculty and student perceptions of openness are discussed, and implications on course design, supports required, and challenges experienced, including conceptual, practical, and technical issues, are identified.
