Diversity Project Introduction
Preliminary Design & User Testing
SME InterviewProject Intro & Client Interview: Sue Morrow, University of Utah EDPS (Mp3 recording link with access request)
Diversity Committee Website: http://ed-psych.utah.edu/diversity/index.php SME & Primary Contact Sue Morrow expresses interest in a compassionate, non-shaming approach to educating anyone who commits microaggressions, since this error is considered inevitable in human interaction.
Her priorities focus less on enforcing political correctness and more on inspiring compassion for others and self as a gateway to social change. Interview Highlights Diversity Committee Goals:
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Learning & Performance ContextsLearners will primarily interact with the materials through online training delivery in the EDPS Diversity Committee website.
Proposed Instructional Approach
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Revised Learning Goals & ObjectivesThe ultimate goal of training is to equip learners to engage in daily communication with a compassionate perspective toward marginalized groups and to remain engaged for productive follow-up communication even after committing (inevitable) microaggression communication errors. The training is also intended to expand knowledge of the perspectives of marginalized groups, and follow-up options for microaggression incidents without self-shaming, withdrawal, anger, or inadvertently escalating harm in the incidents. Reference Articles: Initial Articles from SME: http://www.nytimes.com/2014/03/22/us/as-diversity-increases-slights-get-subtler-but-still-sting.html?_r=1 http://www.apa.org/monitor/2009/02/microaggression.aspx Additional Articles: http://www.theatlantic.com/politics/archive/2015/10/the-anti-free-speech-movement-at-ucla/410638/ http://www.theatlantic.com/politics/archive/2015/09/microaggressions-matter/406090/ http://www.theatlantic.com/entertainment/archive/2015/10/the-dos-and-donts-of-cultural-appropriation/411292/ http://www.theatlantic.com/magazine/archive/2015/09/the-coddling-of-the-american-mind/399356/ http://www.vice.com/read/microaggression-a-stupid-word APA Multicultural Training Base http://www.apa.org/apags/governance/subcommittees/cultural-competency.aspx |
SME/Client Interview Questions
- What would you hope to see in the university environment as students understood Microaggressions better?
- What would success look like for the Diversity Committee?
- Describe what is working well in the Committee’s existing activities?
- Describe what you like the most about what you do with the Diversity Committee?
- What do you like the least about what you do with the Diversity Committee?
- Of your many goals, what are some of the top priorities?
- Do you both (SMEs) want to co-oversee together, or would it be better to coordinate with one person as the lead contact for this particular project?
- Is the definition of Microaggression widely accepted and agreed upon, or is this something the Committee is working to develop?
- What do you find students do and don’t typically understand about this issue?
- What are some of the most common Microaggressions? (Are there some that are more and less common?)
- What typically happens next after a Microaggression encounter? (What would you like to see happen?)
- Someone can commit or receive Microaggressions. Is it more important to focus on those who are committing the behavior?
- When students are learning about Microaggressions, what is the most successful thing for them to learn? (Ideas: How not to do it in the first place? How to follow up?)
- What are you teaching students about Microaggressions and what does it look like?
- How do you feel students’ behaviors could change the most in order to meet the Diversity Committee’s goals.
- Is there a suitable glossary or “listing of terms and definitions” you can share--with preferred language for speech and writing on this topic?
- Does the Committee present ideas on how to react to receiving a Microaggression, or is the focus solely on how not to commit them?
Initial Learner Analysis & Goal States
Instructional Analysis Maps
System Maps
Low-Fi Prototype
This low-fidelity prototype is created using Microsoft PowerPoint. The robust features of PowerPoint allow for hyperlinking within pages, creating a user experience similar to navigating an active website. Once hyperlinks are activated, the .ppt. is converted to a .pdf retaining the links when hosted on a local computer or LMS system. The slides below show the flat design, without activated hyperlinks.
Low-Fi Prototype User Testing Summary
Priorities for Revision & Future Development
Major priorities for developing the system to completionr:
- Incorporating story/scenarios immediately as a key to generating interest and overcoming resistance to this information.
- Based on user testing, the highest priorities for revising the current system prototype will be to add engaging stories and visual variety (videos, animations, humor) to the examples and training portion prior to the introduction of emotionally-charged vocabulary.
- The initial system focused on academic approaches to vocabulary strength first, elaborating and applying in progressive steps.
- The heaviness of the topic, and the need for immediate interest and engagement indicates a much different approach.
- The project goal will not be to create experts on the topic of Microaggressions, but rather to create a friendly introduction for those who might otherwise remain unaware or resistance.
- Revisions to the Instructional Analysis will prioritize: reducing amount of text vocabulary, increasing scenario applications, increasing immediate user-engagement with scenarios from the beginning of the first module, and emphasizing follow-up strategies for after communication errors and microaggressions have already occurred.
- System Maps require complete revision to incorporate new content.