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Instructional Design For Diverse Learners
Purpose:
Designing instruction for a specific diverse audience is essential. Consider the following:
Kincey, Zemrani, and Bailey (2022) offered “a working definition of diversity as fair and just treatment of different groups of people regardless of personal identification or association to create a sense of belonging” (p. 95).
Scenario:
You are interviewing to join a team to design a unit of instruction for learners that will solve a workplace or community problem. Consider a problem that is applicable to your professional practice or career goals as related to instructional design and technology.
Your instructional design will solve the problem.
You may use the Unit 2 Assignment template as a basis for this assignment.
Write a 4- to 5-page paper addressing the following items. The page count does not include the title and reference page.
Describe the learner characteristics in your scenario. Some characteristics might be multi-generational learners, language literacy, active military, veterans, those requiring assistive technology, and so forth. You can describe the learners in paragraph form or use the Learner Demographics Analysis Table.
Explain the importance of knowing the learner characteristics.
Discuss instructional design considerations, barriers, and supports that aid designers in understanding the viewpoints of learners.
What would you do to address learner fears, bridge cultural differences, and build effective relationships? Justify your rationale.
Identify three ways in which instructional designers can develop culturally sensitive learning experiences.
Summarize the importance of instructional design that is sensitive to learner characteristics.
Reflect and explain how your personal perspective on multiculturalism and diversity can impact your organization.
Learner Analysis Table
Prior Knowledge
Describe Access to Technology
What is it about the topic that motivates the learner? (McDonald & West, 2021, Chapter 5).
Demographic Characteristics
Size of target audience
Age ranges
Cultural backgrounds
Primary language
Traditional/non-traditional/first-generation learners
Geographic location
References
Kincey, S. D., Bailey, T. L., & Zemrani, A. (2022). Demystifying diversity, equity, and inclusion among students in higher education. In J. T. Butcher & W. C. Baker (Eds.), Addressing issues of systemic racism during turbulent times (pp. 93–104). IGI Global.
McDonald, J. K., & West, R. E. (2021). Design for learning: Principles, processes, and praxis. EdTech Books. https://edtechbooks.org/id
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