Task Purpose
The ability to identify ways in which a learning design can include or exclude individuals or groups is a critical skill that all learning designers need to be able to employ in their work. Having a broad set of theories, principles and tools at your disposal will help support the creation of socially inclusive learning designs.
The goal of this assessment is to show your understanding of the key terms from the unit and how the tools you select can be used to create more socially inclusive learning designs. Your assessment should reflect your own personal journey in understanding the concepts and also be supported through citations and references to the readings and other media included in the unit.
In this task, you will use the tool of reflexive practice to engage with the literature, definitions, and learning design tools discussed in this unit to show how learning designs can be more socially inclusive. In doing so you will begin to curate your own toolkit for the purposes of creating socially inclusive learning designs that empower all people to bring and engage their full selves in the learning experience.
Task Description
This assessment may be submitted in a written, video, or visual canvas format (such as Padlet or Miro).
The approximate word count is included in the description for each section, but word count equivalent may be used when creating videos. In cases where this occurs, a guideline of 150 words per minute of video will be used. This means that a 1600 word equivalence is approximately 10.5-11.5 minutes of video.
You should include a reference list regardless of the format in which you choose to submit this assessment.
Your submission should contain a short introduction and a conclusion, as well as the three sections noted below. For more information on writing an academic essay, you can visit the Monash Student Academic Success site here: https://www.monash.edu/student-academic-success/excel-at-writing/how-to-write/essay.
The introduction and conclusion should be approximately 400 words combined. The remainder of this assessment will be divided into three parts, each of which should be approximately 400 words. Each section will address one of three concepts from the unit, and should have a heading that corresponds to the concept(s).
The three concepts are:
· Equity and equality
· Social justice
· Diversity
In each section you should:
1. Define the concept(s) for that section, using your own words and the readings/videos from the unit.
2. Provide an example of a tool that can be used to address the concept in a learning design (this can be a theory, a principle, or a developed tool provided in this unit). You should:
a) Use the literature to support and explain how this tool helps create an inclusive learning design, embracing the concept for the section.
b) Include at least two quotes from your reflexive practice and reflection on them to show your engagement with the tool and/or concept for the section. This could be an example of where you have experienced the term in education, insight into your changing understanding of the term, or another insight related to the tool or term from your weekly practice. These excerpts should be referenced appropriately using the Personal Communications information noted here: https://guides.lib.monash.edu/apa-7/getting-started/in-text-citation
Quality Criteria
1. Definitions of equity, equality, social justice and diversity are included, appropriate and accurate
2. Selection of tool supports the term, is appropriate, and supported by the literature
3. Explanation of tool provides clear relationship between the term and its use in a learning design context
4. Personal reflection is included and is appropriate and relevant to the discussion
5. Writing or equivalence uses appropriate citation and referencing for APA 7th Edition and appropriate academic writing conventions