Instructional Message Design, Volume 3
Document Type
Book Chapter
Publication Date
Spring 2024
Publication Title
Instructional Message Design: Theory, Research, and Practice (Volume 3)
Pages
46 pp.
Abstract
It is critical for Instructional Designers (IDs) and Human Performance Technologists (HPTs) to consider the backgrounds of the learner to help them plan, develop, and design relevant and appropriate content for the audience of focus. The interests, assets, and needs of the learner must be researched and studied so the designer is able to fully know, empathize, understand, and design. Applying an audience centric approach equips designers to design culturally inclusive and sensitive instructional messages, as well as content that aligns with, are responsive to, and are respectful of diverse groups. In this way, IDs and HPTs can be able to craft culturally sensitive and inclusive learning materials. This message design objective integrates diverse artifacts that cultivate ‘Safe and Brave Spaces’, enhances the overall social presence of the learning environment, results in motivated and engaged learners, and increases learner achievement and performance outcomes.
Repository Citation
Cook-Posley, Cheryl, "Chapter 04: Cultural Sensitivity, Inclusion, and Social Presence in Instructional Message Design" (2024). Instructional Message Design, Volume 3. 7.
https://digitalcommons.odu.edu/instructional_message_design_vol3/7
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, Educational Psychology Commons, Educational Technology Commons, Instructional Media Design Commons, Online and Distance Education Commons, Social and Philosophical Foundations of Education Commons
Comments
Rights: CC BY-NC-ND: Attribution-NonCommercial-NoDerivs https://creativecommons.org/licenses/by-nc-nd/3.0/us/