1. What are the main components of learning design? What can we expect during the building phase of a design? Are there specific points/structures in a design we need to hit to ensure we are designing the most accessible and inclusive course?
2. What are the specific challenges instructional designers face when educating different stakeholders, such as faculty, students, and institutions?”
3. I would love to know more about integrating gamification or game design as a part of instructional design and whether or not it will help with engagement. https://pubmed.ncbi.nlm.nih.gov/35992365/
4. should we separate students with special needs as we did traditionally? Indeed, we can educate teachers to treat them correctly, but will they feel bad and experience bully because they are so different? We cannot expect every child to show respect for diversity and disability.
5. General education is like a dilemma between breadth and depth of knowledge. It focuses on breadth—exposing students to ideas outside their main field of study. But this focus on breadth often sacrifices depth, which is super important in many cases. What is the next move for academic plans in higher ed? How can universities strike the right balance between offering students the breadth of knowledge that general education provides and the depth of expertise required for their majors, while ensuring students clearly understand the value and purpose of both?
6. One thing I would have liked to explore more is how to marry Universal Design Learning and metacognition in both a/synchronous learning environments. I couldn't find much research that combines both topics, so I wonder how you would incorporate UDL and metacognition if you do not directly interact with students and are less likely to assess learning and their own metacognition if you are not meeting face to face. What tools can work and what can make it worse, especially if you are using MOOCs and courses that do not have a synchronous option?
