AAACE 2021 Annual Conference

professional development, inclusivity, instructional design

Fostering inclusive practices when deploying instructional technologies requires not only a toolbox of strategies and tips but also reflexive practice. With the aim of creating equitable learning spaces, a framework for the evaluating the inclusivity of instructional technologies will be introduced.  

The current education system in the U.S. was never designed within a framework of equality. Consequently, courses, program, and policies have continued to aggravate these inequities. This structure, leads to the lack of empathy or, at worst, actively discriminates with numerous "isms.”

During the pandemic, many quickly transitioned to remote and online delivery of academic course and professional (or faculty or leadership) development to reconstruct the delivery of programs and course content. This challenged professionals to leverage instructional technologies in innovative ways while, hopefully, considering the various situations and backgrounds of their adult learners.

Inequitable learning experiences can be avoided by creating an inclusive learning space, going beyond removing “isms” from adult learning experiences. This is achieved by strategies for designing, delivering, assessing, and re-adjusting instruction that fosters inclusive spaces (Awang-Hashim et al., 2019; Yang & Anderson-Johnston, Spring 2019). These practices call on professionals to gain awareness about adult learners from systemically underrepresented and disadvantaged groups and practice reflexivity by modifying training approaches (Gurin & Maxwell, 2017; O’Leary, et al., 2020). Champions achieving effective inclusive practices could institutionally illuminate these for further adoption. Mainstreaming these strategies has the propensity to benefit all learners, propagating the principles of UDL and multiculturalism.