A Technologist's Identity: Fostering Diversity in Learning

Brief Abstract

This session will discuss the lack of diversity and other key issues in the field of instructional design. A case study will be used to highlight the strategies and examples to support why having a more diverse approach can assist with teaching and learning. The presenters will also share recent findings, diversity initiatives, and approaches to course design. Structure of the session: Online learning has transformed teaching and learning to the point where it has now become a normal form of education. The evolution of online learning has created a larger diverse population among its educators and learners. Behind the scenes, there could be a lack of progression for diversity in the field of instructional design. The presenters will explore the strategies for increasing diversity within instructional design and how it affects the increasing diversity among instructors and learners. The importance of improving diversity among instructional designers can positivity influence course development and design to ensure both instructors and learners feel comfortable with how the course is delivered. The session will begin with 10 minutes of sharing the data from a recent diversity survey that was conducted by the presenters and sent to instructional designers across multiple institutions. Using a small group discussion format, participants will have the opportunity to interact with the presenters for 15 minutes to learn about different diversity initiatives and how it has influenced and impacted their course design process. Examples from a case study and effective strategies will also be presented to the participants. The final 20 minutes of the session will be interactive: the participants will work actively in small groups, and "practice" creating or revising existing course materials with a diversity-design approach facilitated by the presenters. Outcomes/Takeaways: The outcomes for this session are to: Identify key diversity issues in instructional design and curriculum development Create a diverse learning framework for online course design Adapt a cross-cultural design experience to align with learning outcomes and online learning environment


Ke’Anna Skipwith is the Director of Online Experiential Learning Programs at Northeastern University. In this role, she works with departments to formulate processes that are vital to the successful creation, migration, and implementation of online courses. In addition, she makes recommendations to implement innovative concepts and models of online and hybrid learning as well as creates systems that monitor students learning, engagement and academic success.
C.L. Eddins is a full-time instructional designer who works for Berkeley College Online. He works with the Larry L. Luing School of Business faculty to help them develop and design their online classes. C.L. has a huge passion for technology which allows him to implement it into his work as an instructional designer. C.L. has also been a college professor since 2006. As for education, he received his B.A. in Business Administration with a concentration in finance and minor in history from New England College. He also studied Instructional Design and received a master's degree in the field.

Extended Abstract