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Utilizing the Learner Variability Navigator to support inclusive instructional design.

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Title: Utilizing the Learner Variability Navigator to support inclusive instructional design.
Authors: Muljana, Pauline S.1,2 pauline.muljana@csusb.edu, Shell, Alison3
Source: Distance Education. Aug2024, Vol. 45 Issue 3, p462-472. 11p.
Subject Terms: *Digital learning, *Distance education, *Educators, *Instructional systems design, *Online education
Abstract: As our learners become more diverse, online learning environments must shift to be inclusive of learners with differing backgrounds, experiences, cultures, and perspectives. With this increased complexity of our learners, educators and instructional designers face a call to action to consider such variability to promote an inclusive and equitable learning environment. Adopting traditional instructional design models is insufficient, as they were informed mostly by research excluding marginalized groups. In this essay, we: (1) unpack the ADDIE process; (2) suggest considering learner variability when designing an online course in order to be relevant and effective for the full diversity of learners, and (3) introduce the Learner Variability Navigator as a critical-questioning tool to understand how learners' variability contributes to learning, support diverse learners, and pursue inclusive instructional design. [ABSTRACT FROM AUTHOR]
Copyright of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Utilizing the Learner Variability Navigator to support inclusive instructional design.
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  Data: As our learners become more diverse, online learning environments must shift to be inclusive of learners with differing backgrounds, experiences, cultures, and perspectives. With this increased complexity of our learners, educators and instructional designers face a call to action to consider such variability to promote an inclusive and equitable learning environment. Adopting traditional instructional design models is insufficient, as they were informed mostly by research excluding marginalized groups. In this essay, we: (1) unpack the ADDIE process; (2) suggest considering learner variability when designing an online course in order to be relevant and effective for the full diversity of learners, and (3) introduce the Learner Variability Navigator as a critical-questioning tool to understand how learners' variability contributes to learning, support diverse learners, and pursue inclusive instructional design. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/01587919.2024.2348724
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        Text: English
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      – SubjectFull: Educators
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      – SubjectFull: Instructional systems design
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              Text: Aug2024
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