Designing for Success in Addressing a Compelling Social Need

• In Event: Roundtable Session 47
  In Roundtable Session: Putting the Learner at the Center of Design Efforts: Support, Develop, and Include

Abstract

Who LGB students are is part of what they bring to educational environments. The research addresses how instructional designers can consciously design instruction for learners with an invisible diversity; a diversity that is a part of learner groups. This marginalized population has always existed, yet we have not considered their needs when designing instruction. The qualitative approach that we take provides authentic and lived experiences that are shared by 15 graduate and undergraduate LGB student participants. The data emerged principles that designers can use to help facilitate inclusiveness within the development of the learner analysis. The principles will assist in the development toward a more comprehensive framework informing learner analysis that includes LGB learners rather than ignoring them.

Authors

• Sherry L. Kollmann, University of Oklahoma

• Patricia L. Hardre, University of Oklahoma