So You Want To Do More Than Make a "Seat at the Table"
Concurrent Session 1
Brief Abstract
Designing inclusive learning environments is a fundamental goal for instructional designers of adult learners. Although diversity and inclusion have gained prominence in the field, this talk will focus on ways to move past "checking a box" for diversity to cultivate meaningful learning environments intentionally created to include all learners.
Presenters
Extended Abstract
Designing inclusive learning environments is a fundamental goal for instructional designers of adult learners. Although diversity and inclusion have gained prominence in the field, it is imperative to move past "checking a box" for diversity and inclusion to cultivate meaningful learning environments intentionally created to include all learners. Without inclusion and intentional instructional design, students may become marginalized and/or lose motivation. We use inclusion and community frameworks as a foundation to introduce instructional design considerations for helping educators to develop learning environments that are accessible and inclusive virtual and/or traditional practices of adult education.
Designing learning experiences for a diverse set of learners is an essential part of adult education. Aspects of diversity and inclusion are even more essential to the design process than with younger learners due to the variability that can and often will be in the adult classroom—whether it be in person or virtual. As diversity and inclusion are so fundamental to practice, it is important for adult educators to consider issues related to these topics prior to the course development process. In fact, Gronset et al. (2021) suggest that planning for variability in the students in your classroom is as imperative as aspects of diversity and inclusion. Because there are a myriad of ways that adult learners can be marginalized in the educational environment, we argue that designing course utilizing a user-centered approach is one way to tackle inequities within classrooms and focus more on building learning communities that provide space for every student to feel welcome.
Participants who attend this session will be encouraged to reflect on not only their current practices but also consider other ways of knowing that could challenge their current assumptions on inclusive practices for instruction. Presenters will encourage participants to consider ways to create space for not only diverse ways of knowing but also ways to build empathy into their teaching philosophy. Adult education and instructional designers can develop courses with intention while considering the difference between checking the diversity box and actually working towards creating a inclusive, learner-centered environment (Spelic, 2019). Although it is always important for educators to evaluate and check their power, hegemony, and assumptions, it is equally important to go beyond creating “a seat at the table” and creating equitable, student-engaged learning environments.