Introduction
The culturally situated and cross-cultural approaches to instructional design and research have gained popularity in higher education, especially in online learning environments. Therefore, in an era where higher education is becoming more racially and ethnically diverse, the environment must be constructed to meet all students’ learning needs (Ren, 2018). This paper addresses inclusive teaching practices while emphasizing the importance of developing an inclusive learning environment. Hence, the emphasis is placed on “Developing Inclusive Learning Environments,” based upon IDP from ADDIE. The intended audience includes formal learning contexts and involves primarily teachers and instructional designers (Brooks et al., 2020). They include professors, teaching assistants, and instructional designers, key professions that shape the learning experiences of a broad range of learners.
Client
The University of Miami needs to close any gaps in an inclusive learning environment experienced by the client, the Teaching and Learning department. The recognition lends from noting different performance challenges, pointing out the lack of alignment between current teaching methodologies and the changing needs of the increasingly diversified student body (Brooks et al., 2020).
Project Initiation
The motivating factor behind this project is the desire to improve inclusivity inside the university’s teaching context. This is why inclusive practices are thought necessary to bridge the gaps caused by particular educational approaches not meeting all students’ needs. This strategic answer is compatible with the demands of modern education. To ensure that every student, no matter their social background or level of aptitude, can succeed in an academic setting (Sanger, 2020).
Possible Subject Areas and Learners
The topic, “Developing Inclusive Learning Environments,” is broad and significant. This project targets learners such as educators and instructional designers who actively participate in formal learning environments within the University of Miami. This heterogeneous group comprises teaching and non-teaching staff, including faculty members, teaching assistants, and instructional designers, who are vital in determining student learning outcomes (Liu, 2021).
Project Purpose and Overview
This project integrates and coordinates the proposed strategies accompanied by their systematic design and implementation that promote inclusion in learning. It is a preventative approach to address performance disparities noted in the organization. The ADDIE model’s utilization empowers educators and internal designers to possess the appropriate knowledge e and skills required for establishing inclusive learning environments (Liu, 2021). This is due to the emergence of performance gaps, suggesting that current educational approaches must meet the current students’ developments. These gaps appear in different forms; for instance, they are characterized by a lack of equality regarding activities and successes. Recognizing that such issues spring from inadequate knowledge and skills in establishing equitable educational settings creates a basis for this instructional design project.
Since the education environment is dynamic, contemporary needs require a change towards inclusivity. The following is not just a reaction to found gaps in performance; it represents a prospective initiative supporting the wider educational discussion on diversity, equity, and inclusion (Araujo Dawson et al., 2022). This project uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This systematic approach guarantees that the instructional design is comprehensive, efficient, and proper to address the necessary issues. The elements of ADDIE contribute to the overall vision of enabling the University of Miami’s formal learning environments.
Analysis
Regarding the first stage of the ADDIE model, analysis, our main goal is to define a solid and validated project scope and requirements. However, this process requires a detailed analysis of the current gaps and causes that affect performance so that we can accurately determine what kinds of training requirements will produce an optimal instructional program (Sanger, 2020). Although the basis provided by the initial BOSCARD (Brief, Objectives, Scope, Constraints, Assumptions, Risks, and Deliverables) is rather broad-based, it requires a more detailed analysis to find refined resources on the audience and what that particular audience within its cultural context looks for (Araujo Dawson et al., 2022). This more complex inquiry ensures that following design directions are guided by the instruction theory and can be practically implemented in certain conditions. The analysis begins with a thorough needs assessment and then continues to trace instructional objectives and detailed investigations into learner characteristics and the setting. This synthesis will lay the ground for establishing overall design directions that correspond well with the identified needs and needs of the instructional initiative.
Performance Gaps and Justification as Training Needs
The performance gaps focused on within the instructional environment of the University of Miami are based on the inefficiency of the current learning environments to address diverse needs among its student population. A quick comparison reveals different engagement and participation levels and varying academic results, which indicate that ineffective methods have been incorporated. Such gaps are caused by the need for more knowledge and expertise in designing inclusive learning gaps (Brooks et al., 2020). Developing inclusive learning environments necessitates understanding student differences, cultural factors, and different learning tastes among educators and instructional designers. The prevailing performance disparities demonstrate areas for improvement in these contexts that prevent building an environment suitable for all students (Araujo Dawson et al., 2022). Thus, the outlined gaps in performance act as obvious signs of training requirements that are displayed through knowledge and skills for improving inclusive pedagogical design.
Program’s Instructional Goal
The program aims to provide educators and instructional designers with opportunities that entail designing inclusive learning environments. This goal aligns to eliminate performance gaps and create an environment where every learner can succeed. This program aims to give the learners the necessary skill sets to develop teaching strategies to support various learners and thus ensure inclusion and equality through the learning process (Brooks et al., 2020).
Learner and Context Analyses
Learner Analysis
Understanding the characteristics of the targeted learners becomes crucial in developing an instructional design; that is, one that will meet every learner’s specific needs. The study subjects associated with this program incorporate educators and instructional designers who actively engage in classroom activities at the University of Mthe Miami. They are diverse, including teaching assistants, professors, and instructional designers (Brooks et al., 2020). Moreover, all these people bring their teaching methods, levels of experience, and advanced technological skills. With the help of available data such as teaching records, faculty profiles, and activity histories, it is easy to pinpoint the diverse nature of participants (Sanger, 2020). Also, focusing on the data concerning their past activities related to inclusive learning approaches and technologies helps eliminate existing gaps in knowledge and skills.
Context Analysis
This learning context analysis looks at the physical and virtual sites where an instructional program will be provided at the University of Miami. The university provides such facilities as classrooms, online platforms, and common rooms. This implementation of this instructional design will be promoted efficiently with the use of these resources. Given the students’ culture at this university, there is a need to concentrate much more on diversity in teaching design (Brooks et al., 2020).
Design Considerations
Due to the nature of the learners’ characteristics and context, various design considerations are raised.
Cultural Sensitivity
The instructional design will incorporate scenarios, case studies, and examples that students from the University of Miami could relate to the cultural differences addressed. This approach helps ensure that the material is culturally competent and relevant, creating a more accepting learning atmosphere (Sanger, 2020).
Integration of Technology
Based on the level of technological skills, such design will become easier to use due to the technology and training provided for those unfamiliar. This makes it possible for an individual to interact effectively and receive valuable learning materials regardless of technology familiarity level.
Individualized Learning Paths
Importantly, different cultures and work backgrounds will be considered by implementing a learning path in an instructional design that includes participants moving through the material at their respective levels (Araujo Dawson et al., 2022). This approach fits into various levels of experience and technological differences.
References
Araujo Dawson, B., Kilgore, W., & Rawcliffe, R. M. (2022). Strategies for creating inclusive learning environments through a social justice lens. Journal of Educational Research and Practice, 12, 2.
Brooks, C., Kizilcec, R. F., & Dowell, N. (2020, August). Designing inclusive learning environments. In Proceedings of the Seventh ACM Conference on Learning@ Scale (pp. 225-228).
Liu, J. C. (2021). Inclusiveness in instructional design & development of informal learning experiences: From cultural lenses. Journal of Applied Instructional Design, 10(3).
Ren, X. (2018, October). Strategies of building an inclusive online learning environment from instructional design perspectives. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 882-886). Association for the Advancement of Computing in Education (AACE).
Sanger, C. S. (2020). Inclusive pedagogy and universal design approaches for diverse learning environments. Diversity and inclusion in global higher education: Lessons from across Asia, 31-71.
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