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Target Learners
Target Learners
Undergraduate and graduate students in Education and Instructional Design
Graduate student assistants
K-12 teachers and curriculum specialists
Instructors and professors in higher education
Human resource specialists, course designers, and trainers in workplace settings
Training developers for nonprofits
Anyone interested in designing inclusive courses to promote learning
Learning Objectives
Learning Objectives
Learners who participate in this showcase will be able to:
Identify at least two reasons for creating inclusive courses.
Define UDL and Accessibility and list three techniques for each.
Identify and describe at least three diverse groups.
Identify at least six techniques for inclusive course design.
What can I get out of this?
What can I get out of this?
By paying attention to diversity and inclusion in design, designers can:
increase student motivation and engagement (Poorvu Center for Teaching and Learning, 2020)
help students develop empathy (Hollister, 2020, para. 2)
promote complex thinking skills (Laird, 2014; Garibay, 2015)
decrease prejudice and increase self-esteem (Laird, 2014)
Before you begin, consider this:
Before you begin, consider this:
When you make learning experiences, who is your audience? Do you have a specific learner profile? Is it possible that designing courses from only one viewpoint--the designer's viewpoint--can make some learning experiences ineffective for some learners?
Who are your learners?
Diversity Wheel, from Johns Hopkins University and Medicine
Exploring Implicit Bias
Exploring Implicit Bias
Do you have implicit biases that may prevent you from reaching all learners when designing learning experiences?
Each of us has implicit biases, and a component of inclusive design is to be aware of your own biases (Kachani et al., 2020). Harvard has a bias test that gives quick results and covers 15 categories, including religion, race, disability, weight, sexuality, and age.
Please consider taking Harvard's test or something similar after completion of this course.
Note that there has been criticism of the Harvard Implicit Bias Test. For example, Lopez (2017)
discusses that the testing is more reliable in aggregate than with a single test. However, there may be value in increasing your awareness and beginning to reflect on your biases.
There are free resources for Implicit Bias Training as well, and learners are encouraged to explore these either before or after completion of this course.
Additional resources:
References:
Garibay, J. (2015). Creating a positive classroom environment for diversity. Retrieved September 6, 2020 from https://equity.ucla.edu/wp-content/uploads/2016/06/CreatingaPositiveClassroomClimateWeb-2.pdf
Hollister, D. (2020). Diversity & inclusion in the online classroom. Retrieved September 6, 2020, from https://www.pearsoned.com/diversity-inclusion-in-the-online-classroom/
Kachani, S., Ross, C., & Irvin, A. (2020). 5 principles as pathways to inclusive teaching. Retrieved September 12, 2020, from https://www.insidehighered.com/advice/2020/02/19/practical-steps-toward-more-inclusive-teaching-opinion
Laird, T. (2014). Reconsidering the inclusion of diversity in the curriculum. Retrieved September 6, 2020, from https://www.aacu.org/diversitydemocracy/2014/fall/nelson-laird
Lopez, G. (2017). For years this popular test measured anyone's bias. But it may not work at all. Retrieved September 12, 2020 from https://www.vox.com/identities/2017/3/7/14637626/implicit-association-test-racism
Yale Poorvu Center for Teaching and Learning. (2020). Inclusive teaching strategies. Retrieved September 6, 2020, from https://poorvucenter.yale.edu/InclusiveTeachingStrategies
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