This book examines how society has been affected by the social upheaval of the years since George Floyds death and efforts by those in education and educational technology to address the concerns of equity, community and social justice.
This book is a practical yet scholarly guide in the pursuit of inclusive design, drawing from a diverse range of authors with a broad range of application and theory. The chapters go beyond a narrow view of inclusive learning design, and address issues in a broad range of fields.
This book is appropriate for all levels of learning, with a distinct focus on higher education and graduate education.
1 Applying a Cultural Analysis Framework Before Engaging in Large-Scale
Learning Design within Yunnan Province, China.- 2 Character-Infused Virtue
Ethics and Implications for the Design of Character Development Training.- 3
Cultivating a Mindset for Culturally Inclusive Learning Design.- 4 Emotional
Pathway of Becoming a Professional: Stories of Graduate Students &
Recommendations for Academia.- 5 Instructional Design and Semiotics.- 6
Mobile Learning and Culturally-Situated Practices for Equity in Brazil.- 7
Towards Culturally-Inclusive Dialogue in Online Learning Race, Gender,
Disability, & Intersectionality.- 8 Ableism Versus Inclusion: A Systems View
on Accessibility Practices in Higher Education.- 9 Accountability in Learning
Design and Research as an Ongoing Practice.- 10 Audio Description for
3-Dimensional (3D) Virtual Worlds.- 11 Being Cognizant of Diversity,
Intersectionality, Privilege, Equity, and Inclusion as ECT
Scholar-Practitioners.- 12 Expanding the Horizon: Formative Evaluation of
Vocational Training Simulation Designed for Students with Intellectual
Disabilities.- 13 On the Persistence of Pages.- 14 Supporting Teachers in
Designing for Intersectionality.- 15 The Effects of COVID-19 on Student
Achievement Gap: A Literature Review Social Justice.- 16 Diversity, Equity,
Inclusion, and Justice in Action: A Study of Learning Experience Designers
Practices.- 17 Factoring Power and Positionality Into Research on
Instructional Design Interventions.- 18 Forged in Fire: A Case Study of How
the Class of COVID-19 Empowered Unheard Communities in the Fight for Social
Justice.- 19 How Can Instructional Design Promote Social Justice and Equity
in Learning Communities? A Holistic View from the Perspective of Blooms
Taxonomy, Maslows Hierarchy, and Quality Assurance.- 20 Libraries as
Addressing STEM Equity Issues in Underserved Urban Settings.- 21 Social
Justice Math as a Catalyst for Developing Independent Learners and Critical
Thinkers in an Urban AfterSchool Math Mentoring Program for Middle School
Students.- 22 Trajectories of Student Engagement with Social Justice-Informed
Design Work.- 23 UDL in Educational Technologies for English Language
Learners: A Scoping Review of Literature Critical Race Theory & Human
Rights.- 24 Critical Instructional Design as Social Action: Cases from a
Canadian Context.- 25 Designing in Pursuit of Liberation.- 26 Equity, Parents
and Technology - Mother's Post-pandemic Perspectives of Children's Online
Experiences during COVID-19.- 27 Human Capital, Rights, and Capabilities:
Equitable Learning Design based on Justice.- 28 Reckoning with Medical
Racism: A Literature Review on Inclusive Learning Design in Medical
Training.- 29 Transformative Learning Experiences: Bringing Learners Together
to Address Equity and Social Justice Through Project-based Language learning
in the Online Classroom Diversity, Equity, & Inclusion.- 30 Faced with Given
Circumstances: A Localized Context of Use Approach.- 31 A Systemic Approach
Toward Needs Assessment to Promote Inclusive Learning Design.- 32 Adapting a
Neuroscience High School Curriculum to Support Inclusive Online Learning.-33
Asking Better Questions: Broadening Inquiry to Design more Inclusive and
Equitable Learning Experiences for Adults.- 34 Business Education for
Responsible Leadership: Preparing Students.- 35 Centering Learner Agency and
Empowerment: Promoting Voice and Choice in Online Courses.- 36 Collaborative
Experiential Learning as Trauma-Informed Instructional Design.- 37 Developing
an Inclusive Community in a Virtual Environment x 38 Knowledge Sharing for
Inclusive Learning.- 39 Reimagining PBL to Develop Critical Thinking Skills
for All Learners.- 40 Using Technology to Foster Inclusion and Diversity in
Higher Education: A Case study of Geospatial Tools in Engineering Education.
Brad Hokanson is a professor in Graphic Design at the University of Minnesota, USA. He has a diverse academic record, including degrees in art, architecture, urban design, and received his Ph.D. in Instructional Technology. He teaches in the area of creative problem solving and has published research in the fields of creativity and educational technology. His most recent book on the development of creativity is Developing Creative Thinking in Learners. He also is currently the Director of Graduate Studies for Design. He won his colleges' awards for outstanding teaching in 2002 and 2008. He served as President of the Association of Educational Communication and Technology in 2017. He has led the Summer Research Symposium since 2012, and has served as lead editor of the books for the last five volumes of the series published by Springer.
Dr. Marisa Exter has 15 years of experience in software design, development, and project management, and BS and MS in ComputerScience, along with a PhD in Instructional Systems Technology. Her research interests focus on formal and non-formal educational experiences professionals who use design processes to create technology (such as Instructional Design, Computing, and Engineering/Technology), with an aim to improving undergraduate education, especially through interdisciplinary programs and learning experiences. Marisa is a board member for the International Board of Standards for Training, Performance, and Instruction and co-coordinator of the Association for Educational Communications and Technology Summer Research Symposium. She is currently the Purdue PI for a $3M multi-institutional grant related to developing a model for computing competencies.
Matthew Schmidt, Ph.D., is Associate Professor at the University of Florida, USA, in the Educational Technology program, faculty in the Institute for Advanced Learning Technologies, and director of the Advanced Learning Technologies Studio. His primary research interest includes design and development of innovative educational courseware and computer software with a particular focus on individuals with disabilities and their families/caregivers. His secondary research interests include immersive learning and learning experience design.
Andrew A. Tawfk PhD, is an Associate Professor of Instructional Design & Technology at the University of Memphis, USA, where he also serves as the director for the Instructional Design & Technology Studio. His research interests include inquiry-based learning, case-based reasoning, and computer-supported collaborative learning. Additional interests include learning experience design and human-computer interaction.
Lisainfo e-raamatute kohta