my thoughts on diversity, equity, and inclusion

DE&I is a topic I’m very passionate about, and one I try to integrate into my work as an instructional designer whenever possible. Everyone, regardless of their background, should have access to learning material. It is my job as an ID to ensure that as many people as possible can have a positive and meaningful interaction with content I create. Here are several strategies I use on a regular basis to integrate DE&I into my work: 

​

1. When creating eLearning courses and animations, I try to make characters as diverse as possible. Representation is so important for people to see that diverse populations belong in every industry, setting, and leadership position. This includes racial diversity, but also those with religious diversity and disabilities. A simple way to increase representation is by including a character of color, a character wearing religious dress, a character in a wheelchair, or a character with a cane or a service dog in meaningful ways. 
    

2. I integrate accessible practices into my work using WCAG 2.1 as a starting point. Before I begin course development, I consider what goals and objectives need to be achieved and how I can create real-world learning experiences while making them as accessible as possible for learners with disabilities. I use a WCAG 2.1 checklist as I begin working to create eLearning materials, ensuring that if I can meet level AA, I do. This involves work in preparing content for screen reader usage by adding alt text to images and setting a custom reading order of elements on a page; visual design, such as color contrast, font size, properly formatted headings and subheadings; closed captions, transcripts, and audio descriptions for multimedia resources, among others; and sometimes, scratch-made interactions that involve time and research to execute.  
    

3. I utilize Universal Design for Learning principles wherever possible to scaffold learning and address learner diversity and variability. Learner variability includes abilities and strengths, support needs, backgrounds and experiences, and preferences and interests. While accessibility and UDL are not the same thing, they do go hand-in-hand; when utilizing UDL principles, an activity will by nature be more accessible. There is no “one size fits all” type of instruction, so integrating multiple means of engagement, representation, and action and expression allows more learners to be reached to increase retention. 
    

4. Technology equity is always considered. In today's age of technology, learners can be all around the United States or even all around the world. Some learners may be in rural locations with poor internet service. I am careful to use the most compressed file sizes possible to increase the likelihood that courses will load quickly and properly. 
    

5. Lastly, when applicable, I address diversity of languages. In my time at Texas Roadhouse, we created two versions of every course: one in English, and one in Spanish. We wanted the large percentage of English Language Learners in the company to have courses created in their own language to reduce cognitive load and make it easier for them to absorb content. 

​

Ultimately, we as a society are better when everyone is represented, celebrated, and given an equitable chance to excel and reach their goals. I do everything I can to provide these opportunities in my instruction and materials. 

​