Instructional design is a multi-faceted process with objectives to strategically formulate and implement educational pathways—including curriculum, modules/materials, and assessments—for specific learning outcomes. This definition might change slightly, depending on the specialization or industry. However, I wanted to share a word that can be included in any definition of instructional design: empathy.
In the context of instructional design, empathy refers to the ability to deeply understand and connect with the unique needs, emotions, and perspectives of learners, allowing for the creation of more effective and meaningful educational experiences. As instructional designers, mindfully including empathy in the dialogue between learning theory and practical application not only enhances core learning experiences but ensures that a diverse range of learning needs are taken into account.
Designing for Diverse Learners
As explored in the EdTech Book’s guide on Designing for Diverse Learners, we understand that learners bring a range of diverse needs, background experiences, and capabilities. Recognizing the diversity of needs not only assists in implementing differentiated learning and universal design standards but empowers us to address current obstacles in education. (Gronseth et al.) Designing for Diverse Learners from EdTech Books underscores the critical importance of considering a spectrum of factors encompassing sensory, cognitive, emotional, linguistic, and cultural dimensions in the instructional design process. Additionally, it sheds light on how technology can serve as a bridge to mitigate gaps and enhance inclusivity within the learning experience.
The Role of Technology in Enhancing Learning
Utilizing technology to enhance the learning experience is a significant aspect of instructional design. It involves ensuring that content is accessible through screen readers, incorporating captions/translations, and using clear layouts with color schemes that provide sufficient contrast.
Readable Fonts and Accessibility
As an educator specializing in adapting curricula for audiences facing challenges such as dyslexia, I have found Verdana to be one of the most readable fonts, and it has become my go-to choice for general projects. While fonts designed for dyslexic audiences do exist, many of them are not native to computer systems and lack universal compatibility with different markup or word processing software.
Key Phrases to Keep in Mind
As instructional designers, there are some helpful phrases to keep in mind that propel our work with empathy and accessibility. They can be included on a vision board, on an outline, or wherever you find helpful:
Empathy in Learning
Understanding that learners are unique and have a diverse array of needs. It is the acceptance that not everyone will learn the same way I do. It is the recognition that opportunities in education should also be included in the consideration of background experiences.
Accessible Design in Technology
Accessible design enhances the digital learning experience not only for individuals with diverse needs but for everyone. For example, captions can help for listening in noisy environments, or provide translations for speakers of other languages.
Step into the Shoes of the Learner
This phrase synchronizes with empathy in learning, but helps identify many of the considerations for effectively implementing accessible design while meeting learning objectives. Is this formatted cleanly, for screen-readers as well? Does the font have generous spacing? Do my photos have captions or alt-text?
Conclusion
Instructional design is not merely the creation of educational content; it is the art of crafting meaningful and accessible learning experiences. Central to this endeavor is the concept of empathy. It empowers us to break down barriers and create learning environments that cater to the uniqueness of every student. So, as instructional designers, let’s keep these key phrases in mind: ‘Empathy in learning,’ ‘Accessible design in technology,’ and ‘Step into the shoes of the learner.’ By doing so, we ensure that our educational pathways are not just informative but transformative.
References
Gronseth, S. L., Michela, E., & Ugwu, L. O. (2021). Designing for Diverse Learners. In J. K. McDonald & R. E. West (Eds.), Design for Learning: Principles, Processes, and Praxis. EdTech Books. https://edtechbooks.org/id/designing_for_diverse_learners