Abstract
Most instructional design practices are founded on relatively systematic, linear models which tend toward pseudoscientific determination of learning goals, measurable objectives and outcomes. However, this special issue’s contributors reveal design approaches that transcend lock-step models. Collectively, their accounts center practices that are humanity-centered, co-constructed, and adaptive to learner needs. In this vein, a move toward a trauma-informed practice of instructional design will focus on the importance of collaboration, communication, and care. Care involves listening to learner preferences, recognizing learning needs, anticipating potential barriers to learning, embedding targeted tools and supports, and remaining adaptive to the population served.
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