Diversity and Inclusivity need to be at the forefront of every decision made in the course design process. This session will examine the intersection of neurodiversity and instructional theories, such as cognitive load, and how good course design can lower barriers for students with varying needs. 

In today’s diverse educational landscape, it is essential to recognize that students bring a wide range of abilities, learning styles, and needs to the classroom. As instructional designers, we are responsible for creating inclusive learning environments that accommodate this diversity. This session, our presenters will share their perspectives as neurodivergent individuals working in higher education and their research that delves into the intersection of neurodiversity, cognitive load, and effective course design, emphasizing the importance of considering all students’ unique requirements.

Neurodiversity refers to the natural variation in neurological functioning among individuals. It encompasses conditions such as autism, ADHD, dyslexia, and other cognitive differences. These variations can significantly influence how students process information, engage with course content, and manage cognitive load.

Cognitive load theory posits that our working memory has limited capacity. When learners encounter complex or extraneous information, it can overwhelm their cognitive resources, hindering learning. Effective course design aims to optimize cognitive load by presenting information in a way that minimizes extraneous load and maximizes learning potential.

Neurodivergent students often encounter additional cognitive load due to their unique learning profiles. These challenges can be brought on by poor course organization, inaccessible learning materials (no alternative text, captions for videos, etc.), as well as issues with the technology itself.

To lower barriers for all students, we must consider ways to make our courses more intuitive and inclusive. Cognitive load suggests that visual consistency, chunking of information, providing support services, and developing assessments that promote active learning can help struggling students engage with the content more easily, thus promoting the maximization of germane load (learning potential).

This session will expand on our discovery session from OLC Accelerate 2024. In conjunction with sharing our research, we will offer teaching strategies that can be adapted to various classroom settings and offer suggestions for changes at the faculty and institutional levels to support ongoing inclusive design.

Ashley Seibert

Senior Instructional Designer for the School of Education at University of Cincinnati

Ashley Seibert is the Senior Instructional Designer for the School of Education at the University of Cincinnati. She has over eight years of experience in various areas such as business, computer science, and art. Ashley found her way to instructional design through graphic design and media production. She enjoys assisting her faculty to overcome challenges in course design through use of strong visual design and creative assessment creation.

Stephanie Korslund, Ph.D.

Senior Instructional Designer at University of Cincinnati

Stephanie Korslund is the senior instructional designer for the College of Arts & Sciences at the University of Cincinnati. She has over a decade experience in working with teachers on the development and design of quality learning experiences. Her current research revolves around the intersection of instructional design and open education, with a focus on creating accessible learning spaces online.