Instructional Designer Goals

 Reflecting on My Journey Towards More Inclusive and Accessible Learning Design

               Over the past five weeks, I have had the opportunity to deepen my understanding of what it truly means to design learning experiences that are accessible, inclusive, and culturally responsive. I was introduced to frameworks, such as the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL), as well as culturally responsive design, through coursework and hands-on assignments. My experience was incredibly eye-opening and humbling, shaping my approach when designing learning experiences in the future.

               When I began this course, my understanding of accessibility within instructional design was limited, mainly in terms of visual aspects, organization, and cohesiveness. I am ashamed to admit that I was unaware of all the considerations necessary when designing instruction to ensure inclusivity. As a teacher myself, I understand the importance of being mindful of all learners, but I was previously unaware of what that entails in instructional design.

               Over time, my awareness has grown into a holistic one, not just a technical one. Standards and guidelines are necessary, but more importantly, it’s about intentionally creating learning environments where every learner feels seen, valued, and supported. It’s about anticipating a variety of needs and designing for choice, preferences, and diversity. I also appreciate that accessibility is an ongoing process, one that involves listening to learners and revising based on their experiences and feedback.

               One area that challenged me the most when designing content is transitioning my perspective from an aesthetic one to an intentional one. Previously, I focused on whether my design choices and media elements were visually appealing. However, I quickly discovered that design choices must be deliberate and understood by all learners. This shift in thinking prompted me to adhere to accessibility guidelines and practices, such as writing descriptive alt text, using captions and transcripts, maintaining a consistent heading structure, and selecting color combinations that are accessible. I’ve learned to provide more options for learners, and that design is an iterative process.

                As I previously stated, before entering this course, my experience with accessible instructional design was limited. However, being introduced to frameworks and guidelines was helpful when making design decisions. Applying the POUR principles (Perceivable, Operable, Understandable, and Robust), along with the UDL framework and culturally responsive practices, had a significant impact on my design approach for my instructional website. What significantly influenced my approach were the audit tutorial videos created by our instructors. I focused primarily on content, ensuring that the information was accurate, the media elements were appealing, and the presentation was well-organized. Then, after viewing the audit tutorials and seeing how an accessible website should be designed, it guided me in making necessary revisions or appropriate additions to the website. Overall, these guidelines and principles helped me create a holistic website, one that is more welcoming, inclusive, and engaging for a broader range of learners.

               Participating in the Empathy Challenges was one of my favorite aspects of the course. Participating in simulated experiences such as dyslexia, color blindness, and limited mobility was an eye-opening experience. The simulations provided me with an opportunity to experience accessibility in real situations. After each challenge, I was left feeling humble and privileged, as I do not personally experience a disability. This highlights that accessibility barriers often go unnoticed by those who do not encounter them daily. This was particularly evident in the color blindness challenge, in which I was expected to navigate a metro station map that relied heavily on color.

               The empathy challenges taught me that accessible design is not about supporting a “few people,” it’s about creating learning experiences equitable to all learners. It also reiterated the importance of testing designs with a broad range of learners in mind and being open to feedback and revisions.

One of the most valuable aspects of this course is the opportunity to give and receive feedback, particularly from peers. Evaluating a peer’s website helped me apply what I’ve learned in a more critical, thoughtful way. It also emphasized how design choices can create a more (or less) inclusive experience. It made me more aware of the importance of consistent headings, media element choice, and offering content in multiple formats.

However, if I were to suggest, I’d recommend having us evaluate our peers’ websites throughout the entire design process. After building onto our website each week, we were expected to conduct an audit. This was incredibly helpful and allowed us to make revisions in real time. Although if a peer performed the audit, it could have been more impactful throughout the process. Receiving peer feedback on my website at the end of the design process, and not being expected to revise to turn in one final time, was a little disappointing.

Overall, the experience of evaluating a peer’s website reinforced my belief that inclusive design is a collaborative and ongoing process. Welcoming feedback and learning from others can have a profoundly positive impact on creating learning environments that cater to all learners. Once again, it proves that accessible design should be approached holistically, rather than strictly technically.

One significant aspect of this course was the utilization of generative AI tools to create more inclusive learning experiences. I viewed the opportunity as a partnership, discovering that AI can be incredibly useful in the creative process. When I struggled to generate ideas, I could rely on my AI mentor for guidance. For instance, I wanted to embed icons on one of my content pages; however, I wasn’t confident in how to do so. I asked my mentor for help, and I managed to do it correctly, with accessibility in mind.

Although generative AI is a helpful tool, it is still a tool. The experience reinforced the importance of human involvement and that they are not replaceable. AI is not a substitute for the human oversight of inclusivity intent and cultural awareness. However, I learned to utilize AI as an assistant that can provide support when I need it quickly.

In the future, I plan to integrate what I’ve learned about inclusive learning design into a consistent part of my professional practice. Rather than treating accessibility and inclusion as “add-ons,” I now see them as foundational — something to embed into every stage of design and development. Ultimately, my goal is to create learning experiences where every learner feels valued, supported, and able to succeed. When this approach is successful, everyone benefits, not just a few. This can only occur if I begin each project with the assumption that learners will have a broad range of abilities and design with diversity in mind. Also, apply WCAG standards, UDL principles, and culturally responsive practices. Lastly, conduct regular reviews and solicit feedback from actual users to enhance accessibility and inclusivity.

If I could give one piece of advice to someone just starting their journey in designing accessible and inclusive digital learning environments, it would be to keep learning and growing. It can feel overwhelming, but even the smallest of steps can make a difference. Rely on the guidelines and principles when making design decisions instead of aesthetics. Always remember that accessibility and inclusion are not just technical tasks – they are about empathy, respect, and understanding your learners. The approach to instructional design should be holistic. Be open to giving and receiving feedback from diverse voices during the design process. Ask questions and be willing to learn from your mistakes continually.