Why We Wrote this Book
Our purpose for writing this book was to support emerging and experienced instructional designers (IDs) who want to draw upon an instructional design (ID) process that is merged with a diversity, equity, and inclusion (DEI) framework.
The book introduces the Learning and Performance Support Instructional Design (LeaPS ID) model, which uses inclusive design practices as a guide to creating performance-based learning and development interventions that are culturally relevant and equitable.
The book includes instructional and non-instructional strategies that IDs can use to support adult learning and performance needs.
The book also includes heuristics (e.g., rules of thumb for decision-making, mental shortcuts) to aid in learning and applying the model.
“Diversity, equity and inclusion initiatives should focus on ensuring that everyone is seen and heard in their completeness. When we ignore DEI in instructional design and in education overall, we are perpetuating an injustice to our learner and interfere in their learning process. This book does more than just draw attention to an important conversation on justice, it provides concrete steps on how we can design for diversity, equity and inclusion.”
—Tutaleni Iita Asino, Ph.D.
Associate professor, Oklahoma State University
Primary Objectives
The primary objectives of the book are to:
Produce an innovative ID textbook with actionable strategies and guidance from templates.
Introduce an ID model that applies principles of inclusive design to create learning and development interventions that meet the requirements of both effectiveness and equity.
Enable IDs to engage in reflective practice as a way to both create effective instruction and enhance their own professional development.
Intentionally refocus conversations in ID to the importance of being just, culturally relevant, equity-minded, and inclusive.