In this context, a learner that learns differently is not an issue or someone that requires special treatment but merely someone that extends the range of diversity that is possible among the community of learners.If there are a rich array of paths, paces and ultimate destinations offered, it is more likely that there will be a choice, or that a choice can be easily provisioned, to suit the learner that would otherwise be not fitting into the class.The teacher can also draw upon the community of fellow teachers to help adjust the choices available.This richly expanding connected learning ecosystem is the ultimate vision of inclusive learning design.There are many barriers to overcome in attaining this vision.Our education systems are encumbered by many interests that do not regard diverse human potential as a priority.Unfortunately, many of these encumbrances are deeply entrenched in our formal systems of learning.However, the participants in creating this book, "Acogiendo la diversidad en Educación Superior a través de la co-creación de Recursos Educativos Abiertos", have embarked upon vital steps to achieving this supportive ecosystem.They have applied the three dimensions of inclusive design:1. Recognizing that learners are unique and diverse and require a diversity of paths, paces, and destinations to reach their full, individually unique, potential.2. Creating a process that is inclusive of a diversity of perspectives, by pooling, annotating and generously sharing resources and their growing understanding of each resource; and using design and development tools and processes that result in flexible and adaptable learning resources.3. Being conscious of and open to the broader benefits of their design for the larger community of learners and the quickly changing requirements of our society.[1] The generous and committed community that have contributed to this work help to nourish the diverse human potential our global society requires to survive the challenges we face and thrive as an inclusive civilization.