The Journal of Applied Instructional Design最新文献

Liberatory Design Thinking for Equity-Centered Instructional Design: A Systems Thinking Analysis 以公平为中心的教学设计的解放设计思维:系统思维分析

The Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.59668/722.13026

Arpita Pal

{"title":"Liberatory Design Thinking for Equity-Centered Instructional Design: A Systems Thinking Analysis","authors":"Arpita Pal","doi":"10.59668/722.13026","DOIUrl":"https://doi.org/10.59668/722.13026","url":null,"abstract":"As per the National Equity Project, any system that produces inequities, injustices, and inequalities is often a product of design. Research has shown that systemic inequity often results from the design process and can rupture the power balance producing inequitable relationships in the social justice arena (NEP, n.d.). Systems design in K-12, higher education, and other organizational or workplace contexts are crucial to empower every learner with equitable opportunities or create more inequities. The historical data shows that systemic inequities were intentionally designed with oppression as the goal; hence the importance of equity-centered systems design justice becomes indispensable for producing equitable learning experiences for everyone (NEP, n.d.). Equity-centered systems design is pivotal in dismantling systems of oppression and empowering people of color, people with disability, the LGBTQ+ community, the indigenous, and other marginalized communities. \u0000Using the liberatory design thinking framework, instructional designers can recognize individual, institutional, and structural inequities and create opportunities to produce equitable learning experiences for learners. An equity-centered liberatory design thinking approach can support instructional designers in identifying and addressing the problems of inequities in an existing system. By considering the ethos and strategies necessary to center equity by design, instructional designers can provide a platform and opportunity for all stakeholders to practice converging and divergent thinking. Furthermore, the needs and beliefs about learning design as they ideate solutions grounded in the experiences of people from diverse backgrounds, especially people with disability, the LGBTQ+ community, the indigenous, and other marginalized communities. (Khalil, 2020). \u0000","PeriodicalId":298668,"journal":{"name":"The Journal of Applied Instructional Design","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132711515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Model for Culturally Sustaining Instructional Design 文化持续性教学设计模型

The Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.59668/722.13027

Colleen Smith, K. Willet

引用次数: 0

From Nature to Pen: Designing an Inclusive Writing Course for Educators 从自然到笔:为教育工作者设计包容性写作课程

The Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.59668/722.13028

Beth Sockman, Laura Kieselbach, Robin Danning, Devin Heffernan, Jessica Hill, Jamilyn Husted, Caitlin Sullivan

引用次数: 0

Changing from Within: Narratives of Resistance from Equity-Oriented Learning Designers 从内部改变:来自公平导向学习设计师的反抗叙事

The Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.59668/722.13022

D. Gachago, Maha Bali, N. Pallitt

引用次数: 1

Analysis of Associated Factors that Influence the Accessibility of Online Higher Education 影响网络高等教育可及性的相关因素分析

The Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.59668/722.13021

Rita Fennelly-Atkinson, K. LaPrairie

引用次数: 0

Guiding Course Development: Trauma-Informed Rubrics for Asynchronous Online Learning Environments 指导课程开发:异步在线学习环境的创伤知情规则

The Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.59668/722.13025

J. Moses, Hannah B. Bayne, Robert Moore

引用次数: 0

Designing Systems with Care: Responding to Inequality in an Online Course in South Africa 谨慎设计系统:回应南非在线课程中的不平等

The Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.59668/722.13023

Shanali Govender, Christine Immenga, D. Gachago

{"title":"Designing Systems with Care: Responding to Inequality in an Online Course in South Africa","authors":"Shanali Govender, Christine Immenga, D. Gachago","doi":"10.59668/722.13023","DOIUrl":"https://doi.org/10.59668/722.13023","url":null,"abstract":"Contemporary South Africa is a highly unequal society, emerging from a history of racial segregation, characterized by diversity along dimensions such as class, race, ethnicity, linguistic background, religion, culture and rural-urban locations (Czerniewicz et al., 2020). Informed by this diversity, higher education institutions attempt to “balance the pursuit of equity, quality and development goals” (Badat, 2020, p. 26). Over the last few years, in particular during COVID-19, care-oriented approaches that emphasise student wellbeing and belonging, such as humanizing online teaching, intentional hospitality, liberating structures,and trauma-informed design have gained traction in higher education. Drawing on three dimensions of human relations, namely affect, reciprocity and power associated with Bronfenbrenner’s ecological systems theory, we reflect on how adopting a care approach and working with trauma-informed pedagogies in a postgraduate course on blended and online course design was experienced by course participants. In this paper, we draw on voluntary participant interviews and our own reflections as course facilitators to make an argument for a caring learning design that intentionally creates caring learning experiences for a highly diverse group of students. Participants in this course come from geographically diverse locations, from secondary or corporate environments with differently positioned home institutions and diverse access to resources. Also, participants’ positionality and disciplinary backgrounds require different forms of care. We found that Tronto’s concepts of paternalistic and parochial care useful to reflect on our own care practices, as they highlight the importance of creating spaces where students can co-create the care relationship, while understanding how their different positionalities impact their voice and agency, but also remind us how important it is to understand how students’ context differ from our own and to set up caring relationships that suit their contexts.","PeriodicalId":298668,"journal":{"name":"The Journal of Applied Instructional Design","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129893880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0