For this assignment, I propose seven design principles aligned with social constructivist pedagogies based on compassion, ethics, and benevolent values.<\/p>\n\n\n\n
While this is an old governance idiom incorrectly attributed to management theorist Peter Drucker<\/a>, the perspective applies intensely to instructional design, particularly for initiatives involving fundamental change, social justice, and compassionate learning design. A hospitable organizational culture is critical to successfully implementing any instructional design project that proposes fundamental change. Take the time to understand the culture within which a design activity is being proposed. The most ambitious design will fail in a hostile environment.<\/p>\n\n\n\n Going beyond empathy, the compassionate learning design model proposed by Gachago et al. in 2022 seeks to develop a deeper understanding of our actual learners and their needs, wants, expectations, and motivations in practice. This principle challenges designers to consider issues of positionality between educators and learners and between the learners themselves and to reflect on our biases. Compassionate learning design aims to create a psychologically safe space for addressing issues of inequity and exclusion and applying trauma-informed approaches to pedagogy. Incorporating Ikeda et al.\u2019s 2022 principles of anti-racist instructional design reinforces considerations for situational and representational awareness and the importance of accountability to BIPOC populations.<\/p>\n\n\n\n This is an important concept as it recognizes that Indigenous worldviews and ways of knowing are parallel and distinct from Western philosophies derived through different cultural paths with intersecting but unique ontologies and epistemologies. The purpose of this principle is not to set these perspectives in opposition or infer othering of Indigenous peoples. Instead, it is an understanding of difference and the need to make space for these perspectives and to foster belonging, especially when designing learning for Indigenous populations. See Gabrielle Lindstrom\u2019s 2022 work for the Taylor Institute for Teaching and Learning at the University of Calgary.<\/p>\n\n\n\n This is an intentional rebuttal of the techno-optimist mantra of \u201cmove fast and break things.\u201d We live in a world where the unintended externalities of such behaviour have cumulated into self-terminating trajectories. While the instructional design sphere is not nearly as big as the problems of the global meta-crisis, the same concepts are relevant here. What we do matters; what we don\u2019t do also matters<\/em>. Without intentional, deliberate thought to the potential harms of our actions, we risk perpetuating problems of colonialism, racism, and inequity, further marginalizing learners who need compassion most. Important supporting themes include confronting embedded bias and perverse incentives, employing an ethical approach, and applying the Precautionary Principle<\/a>.\u00a0<\/p>\n\n\n\n This principle is a nod to the work of DETA Research<\/a> and Richard E. Clark et al.\u2019s Fifteen Common but Questionable Principles of Multimedia Learning<\/em> (2021). As a design principle, this is a reminder to apply a critical lens to the claims surrounding educational technologies, particularly in instructional design. While this intersects with \u201cMove slow and handle with care,\u201d which centres on avoiding learner harms, it differs in that the focus is on recognizing the tendency for the education technology sector to make unverified claims that may produce no significant difference in outcomes compared to prevailing methodologies. This is also a reminder to contribute to scholarship and participate in the peer review process.<\/p>\n\n\n\n This core principle of policy design and healthcare research applies equally well to instructional design. It fundamentally recognizes people’s need for autonomy, agency, and involvement in the activities affecting them, especially learning. The idea invokes concepts of social constructivism and social justice. This is particularly important when designing learning solutions for diverse learner groups or working with equity-deserving and marginalized groups.<\/p>\n\n\n\n Understanding the nature of the instructional design and learning environments is vital. While constructivist and cognitivist instructional design models are often discretely classified, the learning environments within which they are implemented interconnect, inter-affect, and function as a dynamic spectrum of baselines, approaches, goals, and outcomes. Nan Wehipeihana\u2019s (2019) To-For-With-By-As framework is a practical instrument for reflecting on this fluid environment and further considering positional, situational, and representational dynamics alongside potential limitations to participatory co-creation of learning. <\/p>\n\n\n\n Foust, D. (2024, March 4). Peter Drucker never said, \u201cCulture eats strategy for breakfast\u201d*.<\/em> Medium. https:\/\/medium.com\/@deanfoust_94519\/peter-drucker-never-said-culture-eats-strategy-for-breakfast-0fe87beeb357<\/a><\/p>\n\n\n\n Gachago, D., Bali, M., & Pallitt, N. (2022). Compassionate learning design as a critical approach to instructional design. In J. Quinn, M. Burtis & S. Jhangiani (Eds.), Toward a critical instructional design<\/em>. Pressbooks. https:\/\/pressbooks.pub\/criticalinstructionaldesign\/<\/a><\/p>\n\n\n\n Ikeda, R., Nham, K., Armstrong, L., Diec, F., Kim, N., Parada, D., Sanchez, D., & Robinson, V. (2021). Designing for liberation: A case study in antiracism instructional design. The Journal of Applied Instructional Design, 10<\/em>(4), 25-45. https:\/\/doi.org\/10.59668\/329.5267<\/a><\/p>\n\n\n\n Lindstrom, G. (2022, January). Ethical space of engagement in curriculum development processes: Indigenous guiding principles for curriculum development projects<\/em> [website]. Taylor Institute for Teaching and Learning, University of Calgary. https:\/\/taylorinstitute.ucalgary.ca\/resources\/indigenous-guiding-principles-for-curriculum-development-projects<\/a><\/p>\n\n\n\n Feldon, D. F., Jeong, S., & Clark, R. E. (2021). Fifteen common but questionable principles of multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning<\/em> (pp. 25\u201340). chapter, Cambridge: Cambridge University Press. https:\/\/www.cambridge.org\/core\/books\/abs\/cambridge-handbook-of-multimedia-learning\/fifteen-common-but-questionable-principles-of-multimedia-learning\/09CA15BC1928C79A2CDDA787E1EFDAD9<\/a><\/p>\n\n\n\n Distance Education and Technological Advancements (DETA) Research. (2019). Welcome to DETA<\/em>. detaresearch.org. https:\/\/detaresearch.org\/<\/a><\/p>\n\n\n\n Wehipeihana, N. (2019). Increasing cultural competence in support of Indigenous-led evaluation: A necessary step toward Indigenous-led evaluation. Canadian Journal of Program Evaluation, 34<\/em>(2), 368-384. https:\/\/doi.org\/10.3138\/cjpe.68444<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" For this assignment, I propose seven design principles aligned with social constructivist pedagogies based on compassion, ethics, and benevolent values. Culture eats strategy for breakfast. While this is an old governance idiom incorrectly attributed to management theorist Peter Drucker, the perspective applies intensely to instructional design, particularly for initiatives involving…<\/p>\nDesign for compassion.<\/h2>\n\n\n\n
Embrace Indigenous worldviews and ways of knowing.<\/h2>\n\n\n\n
Move slowly and handle with care.<\/h2>\n\n\n\n
No significant difference.<\/h2>\n\n\n\n
Nothing about us without us.<\/h2>\n\n\n\n
See the spectrum.<\/h2>\n\n\n\n
References<\/h3>\n\n\n\n