Section 3
Every contribution, in full
Contributions are grouped by home area, then given in the order they appear on the map. Each states what it contributes, what grounds it, whether a live page exists, the contributions most like it, and the ones it connects to.
Accessibility
18 contributions live in this area, and 3 more are shared with it from Universal Design for Learning. Visit the Accessibility page.
These resources are written for learning designers, faculty, and institutions. They are offered in support of the accessibility advisors, accommodation professionals, and disabled people whose expertise this field rests on — never as instruction to them, and never as a substitute for individual accommodation practice.
Why Universal Design Never Eliminates Individual Accommodation
The anchor · why both are permanent, and both are skilled
In development
Individual accommodation is not a residue left behind by imperfect design. Human variability has no outer edge, some barriers are the very thing an assessment is meant to measure, and the duty is owed to a person rather than discharged by a process — which is why proactive design and individual accommodation remain complementary, and why the accommodation encounter is skilled professional practice rather than an administrative step.
Grounding. Inclusive design and one-size-fits-one; the duty to accommodate; construct validity
Sources
- Reference 1: Inclusive Design Research Centre. The Inclusive Design Guide. OCAD University — the source of the one-size-fits-one principle and the inclusive design framework.
- Reference 2: Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E., Story, M., & Vanderheiden, G. (1997). The Principles of Universal Design, Version 2.0. Center for Universal Design, North Carolina State University.
- Reference 3: British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652 (SCC) — the “Meiorin” decision, establishing the unified bona fide requirement test and accommodation to the point of undue hardship.
- Reference 4: Messick, S. (1995). “Validity of Psychological Assessment: Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning.” American Psychologist, 50(9), 741–749.
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Most related, by shared theory and theme
Connected contributions
The Duty to Accommodate in Learning Design
The legal frame, written for those who build and teach
In development
The architecture within which access decisions are made and defended: the procedural and substantive duty, the unified bona fide requirement test, and accommodation to the point of undue hardship, set in the Canadian frame with the cross-border standards that vendor and partnership work require. It is offered as synthesis for designers, faculty, and institutions; determinations in individual cases rest with accessibility advisors and accommodation offices, and with legal counsel where a matter becomes contested.
Grounding. Meiorin and the BFOR test; Accessible Canada Act; BC Human Rights Code; Accessible British Columbia Act; ADA and Sections 504/508
Sources
- Reference 3: British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652 (SCC) — the “Meiorin” decision, establishing the unified bona fide requirement test and accommodation to the point of undue hardship.
- Reference 6: Accessible Canada Act, S.C. 2019, c. 10.
- Reference 7: Human Rights Code, R.S.B.C. 1996, c. 210. Province of British Columbia.
- Reference 8: Accessible British Columbia Act, S.B.C. 2021, c. 19. Province of British Columbia.
- Reference 9: Americans with Disabilities Act of 1990, as amended, 42 U.S.C. § 12101 et seq.; Rehabilitation Act of 1973, Sections 504 and 508, as amended.
Most related, by shared theory and theme
Connected contributions
Essential Requirements and the Limits of Flexibility
What a standard genuinely requires, articulated in advance
In development
The most demanding judgment in the field: when flexibility preserves what is being measured, and when it alters it. This resource supports programs in articulating their essential requirements before any dispute arises — separating what a standard genuinely requires from what it has inherited by convention — so that the reasoning is available to everyone who later needs it.
Grounding. Construct validity; constructive alignment; bona fide academic and technical standards
Sources
- Reference 4: Messick, S. (1995). “Validity of Psychological Assessment: Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning.” American Psychologist, 50(9), 741–749.
- Reference 10: Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.
- Reference 3: British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652 (SCC) — the “Meiorin” decision, establishing the unified bona fide requirement test and accommodation to the point of undue hardship.
Most related, by shared theory and theme
Connected contributions
Disability Studies for Learning Designers
The grounding that changes what a designer sees
In development
Social, medical, and interactional models of disability; ableism as institutional structure rather than individual attitude; disability as identity, culture, and political community. It is the grounding that allows a barrier to be named as a design failure rather than a learner’s deficit, and it is what distinguishes accessibility practice from compliance administration.
Grounding. Social model (Oliver); academic ableism (Dolmage); Titchkosky; Kafer
Sources
- Reference 11: Oliver, M. (1990). The Politics of Disablement. Macmillan — the foundational statement of the social model of disability.
- Reference 12: Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press.
- Reference 13: Titchkosky, T. (2011). The Question of Access: Disability, Space, Meaning. University of Toronto Press.
- Reference 14: Kafer, A. (2013). Feminist, Queer, Crip. Indiana University Press.
Most related, by shared theory and theme
Connected contributions
Designing Out the Disclosure Requirement
Disclosure burden as a design variable
In development
Access that is gated behind disclosure asks a person to name a private matter to someone holding authority over them, and the documented costs of that request are real: anticipated stigma, delay, and for some, a decision not to ask at all. This resource treats disclosure burden as something design can measure and reduce — why a flexible deadline requiring an email is a disclosure event and a built-in buffer is not — while leaving the accommodation record itself where it belongs, with the office that holds it.
Grounding. Stigma and concealment (Goffman); academic ableism; BC information-governance requirements
Sources
- Reference 15: Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. Prentice-Hall.
- Reference 12: Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press.
- Reference 16: Freedom of Information and Protection of Privacy Act, R.S.B.C. 1996, c. 165. Province of British Columbia.
Most related, by shared theory and theme
Connected contributions
Partnering with Disabled People in Learning Design
Co-design without extraction
In development
Structuring lived-experience partnership so that it is compensated, early enough to shape decisions rather than ratify them, and accessible in its own conduct. It attends to the pattern in which technical expertise quietly eclipses lived experience, and favours partnership with disability-led organizations already doing this work over convening participants anew.
Grounding. Nothing about us without us (Charlton); inclusive design; TCPS 2 research ethics
Sources
- Reference 17: Charlton, J. I. (1998). Nothing About Us Without Us: Disability Oppression and Empowerment. University of California Press.
- Reference 1: Inclusive Design Research Centre. The Inclusive Design Guide. OCAD University — the source of the one-size-fits-one principle and the inclusive design framework.
- Reference 18: Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council, & Social Sciences and Humanities Research Council (2022). Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans — TCPS 2 (2022).
Most related, by shared theory and theme
Connected contributions
Accessibility Triage for Existing Course Inventories
A defensible order of work when everything cannot be fixed at once
In development
Most institutions hold thousands of documents, modules, videos, and pages built before anyone was checking, with no realistic path to full conformance. This resource offers a tiered protocol — what is remediated now, what is rebuilt at next revision, what is retired, and which standard applies to each tier — using high-volume mandatory and compliance training as the worked example.
Grounding. WCAG 2.2; EN 301 549; remediation prioritisation
Sources
- Reference 19: W3C (2023). Web Content Accessibility Guidelines (WCAG) 2.2. W3C Recommendation.
- Reference 20: ETSI/CEN/CENELEC (2021). EN 301 549 V3.2.1: Accessibility Requirements for ICT Products and Services. Harmonised European Standard.
Most related, by shared theory and theme
Connected contributions
Designing for the Assistive Technology People Actually Use
Why conformant content can still fail in practice
In development
Conformance and assistive-technology fluency are not the same thing, and the difference shows quickly in real use. This resource covers testing with actual assistive technology rather than automated checking alone, and the reasons technically conformant material can still obstruct — while leaving assessment, tool matching, and training to the assistive technology specialists and advisors whose professional work that is.
Grounding. SETT framework (Zabala); HAAT model (Cook & Polgar); WCAG 2.2
Sources
- Reference 21: Zabala, J. S. (2005). Ready, SETT, Go! Getting Started with the SETT Framework — the Student, Environments, Tasks, Tools framework for assistive technology decision-making.
- Reference 22: Cook, A. M., & Polgar, J. M. (2015). Assistive Technologies: Principles and Practice (4th ed.). Elsevier — the source of the Human Activity Assistive Technology (HAAT) model.
- Reference 19: W3C (2023). Web Content Accessibility Guidelines (WCAG) 2.2. W3C Recommendation.
Most related, by shared theory and theme
Connected contributions
Accessible Procurement and Vendor Accountability
The decisions made before anything is built
In development
An inaccessible platform, once purchased, sets the ceiling on everything designed inside it. This resource covers reading an accessibility conformance report critically rather than accepting it at face value, using recognised standards as procurement criteria, writing remediation commitments into agreements, and piloting with disabled users before signature.
Grounding. EN 301 549; WCAG 2.2; VPAT and accessibility conformance reports
Sources
- Reference 20: ETSI/CEN/CENELEC (2021). EN 301 549 V3.2.1: Accessibility Requirements for ICT Products and Services. Harmonised European Standard.
- Reference 23: Information Technology Industry Council. Voluntary Product Accessibility Template (VPAT) and Accessibility Conformance Reports.
- Reference 19: W3C (2023). Web Content Accessibility Guidelines (WCAG) 2.2. W3C Recommendation.
Most related, by shared theory and theme
Connected contributions
Designing for Episodic and Fluctuating Conditions
Program architecture for conditions that vary
In development
Attendance policy, deadline architecture, cohort progression, and leave-and-return pathways — the structural layer of a problem that individual accommodation handles with difficulty because most systems assume stable limitations. It is program and policy design, offered in the knowledge that disabled people and experienced advisors hold far more understanding of these conditions than the design literature yet reflects.
Grounding. Episodic disability framework (O’Brien et al.); disability studies
Sources
- Reference 24: O’Brien, K. K., Bayoumi, A. M., Strike, C., Young, N. L., & Davis, A. M. (2008). “Exploring Disability from the Perspective of Adults Living with HIV/AIDS: Development of a Conceptual Framework.” Health and Quality of Life Outcomes, 6:76.
- Reference 14: Kafer, A. (2013). Feminist, Queer, Crip. Indiana University Press.
Most related, by shared theory and theme
Connected contributions
Access in Clinical and Placement Education
Holding patient safety and access seriously at once
In development
Placement, simulation, precepting, and competency assessment are where essential requirements are most contested and where safety arguments can close conversations that deserve to stay open. This resource works through the design and assessment architecture that allows a program to protect genuine safety requirements while examining the ones it has never had reason to question.
Grounding. Technical standards in health professions education (Meeks & Jain); construct validity; duty to accommodate
Sources
- Reference 25: Meeks, L. M., & Jain, N. R. (2018). Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians with Disabilities. Association of American Medical Colleges.
- Reference 4: Messick, S. (1995). “Validity of Psychological Assessment: Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning.” American Psychologist, 50(9), 741–749.
- Reference 3: British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652 (SCC) — the “Meiorin” decision, establishing the unified bona fide requirement test and accommodation to the point of undue hardship.
Most related, by shared theory and theme
Connected contributions
Faculty Development That Changes Accessible Practice
From awareness to what instructors actually do
In development
Institutions have offered accessibility and inclusive design workshops for years, often with limited change in daily teaching practice. This resource diagnoses whether the gap is capability, opportunity, or motivation, then designs accordingly — point-of-need supports, discipline-specific exemplars, and department-embedded work — with any content on legal obligation delivered alongside the accommodation office rather than independently of it.
Grounding. COM-B and the Behaviour Change Wheel (Michie et al.); adult learning; UDL
Sources
- Reference 26: Michie, S., van Stralen, M. M., & West, R. (2011). “The Behaviour Change Wheel: A New Method for Characterising and Designing Behaviour Change Interventions.” Implementation Science, 6:42.
- Reference 27: Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner (8th ed.). Routledge.
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Most related, by shared theory and theme
Connected contributions
Institutional Accessibility Planning as a Change Program
From a published plan to demonstrable change
In development
Statutory obligation produces an accessibility plan, a committee, and a feedback mechanism; it does not by itself produce sequencing, ownership, or capability. This resource brings systems design and change management to accessibility governance, and is written for a contributing role on an institutional plan rather than for authorship of an institution’s accessibility position.
Grounding. Accessible Canada Act; Accessible British Columbia Act; change management; systems thinking
Sources
- Reference 6: Accessible Canada Act, S.C. 2019, c. 10.
- Reference 8: Accessible British Columbia Act, S.B.C. 2021, c. 19. Province of British Columbia.
- Reference 28: Kotter, J. P. (1996). Leading Change. Harvard Business School Press.
- Reference 29: Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. Doubleday.
Most related, by shared theory and theme
Connected contributions
Accessible Health and Patient Education
Access beyond the learner, to the person receiving care
In development
Health literacy, plain language, communication access, and accessible patient education and informed consent, set against the documented health disparities disabled people experience. It is the point at which accessible learning design reaches materials intended for patients and the public rather than for students and staff.
Grounding. Health literacy (Nutbeam); disability health disparities (Krahn et al.); social determinants of health
Sources
- Reference 30: Nutbeam, D. (2000). “Health Literacy as a Public Health Goal: A Challenge for Contemporary Health Education and Communication Strategies into the 21st Century.” Health Promotion International, 15(3), 259–267.
- Reference 31: Krahn, G. L., Walker, D. K., & Correa-De-Araujo, R. (2015). “Persons with Disabilities as an Unrecognized Health Disparity Population.” American Journal of Public Health, 105(S2), S198–S206.
- Reference 32: WHO Commission on Social Determinants of Health (2008). Closing the Gap in a Generation: Health Equity Through Action on the Social Determinants of Health. World Health Organization.
- Reference 33: Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.
Most related, by shared theory and theme
Connected contributions
Accessible Research Participation and Knowledge Products
Who can take part, and who can read the findings
In development
Consent materials, participant-facing instruments, plain-language summaries, and accessible dissemination — increasingly expected by research ethics boards and funders, and rarely designed for. It sits at the junction of knowledge mobilization and accessibility, where a study’s reach is set as much by its materials as by its recruitment.
Grounding. TCPS 2 (2022); knowledge mobilization; WCAG 2.2
Sources
- Reference 18: Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council, & Social Sciences and Humanities Research Council (2022). Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans — TCPS 2 (2022).
- Reference 34: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
- Reference 19: W3C (2023). Web Content Accessibility Guidelines (WCAG) 2.2. W3C Recommendation.
Most related, by shared theory and theme
Connected contributions
Accessibility Review
Service · Accessible Learning Labs
Published resource
A rigorous review of learning environments that holds four interconnected bodies of knowledge in view at once, producing findings a surface-level compliance check cannot. It is offered as a specific, scoped service.
Grounding. WCAG; UDL; disability studies; systems knowledge
Read the Accessibility Review resource
Sources
- Reference 19: W3C (2023). Web Content Accessibility Guidelines (WCAG) 2.2. W3C Recommendation.
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Most related, by shared theory and theme
Connected contributions
Inclusive Course & Curriculum Design
Service · Accessible Learning Labs
Published resource
Inclusive design of courses and curricula for faculty, designers, and curriculum committees — integrating design frameworks, pedagogy, and the systems knowledge that makes change endure. It is offered as a specific service.
Grounding. UDL; backward design; assessment equity; systems knowledge
Read the Inclusive Course & Curriculum Design resource
Sources
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
- Reference 10: Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.
Most related, by shared theory and theme
Connected contributions
Inclusive Facilitation & Capacity Building
Service · Accessible Learning Labs
Published resource
Facilitation understood as a professional stance shaped by how power, identity, and legitimate knowledge are held — and the building of others' capacity to facilitate inclusively. It is offered as a specific service.
Grounding. Power-aware facilitation; adult learning; equity
Read the Inclusive Facilitation & Capacity Building resource
Sources
- Reference 27: Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner (8th ed.). Routledge.
- Reference 35: Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
Most related, by shared theory and theme
Connected contributions
Also part of this area
Knowledge Mobilization
10 contributions live in this area. Visit the Knowledge Mobilization page.
Research-to-Practice Learning Systems
The master framework for moving evidence
Published resource
The conceptual architecture for how research and evidence reach the people who can use them, and change what they do. It is the centrepiece the other knowledge-mobilization contributions instantiate in specific contexts.
Grounding. Knowledge mobilization; implementation frameworks
Read the Research-to-Practice Learning Systems resource
Sources
- Reference 34: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
Most related, by shared theory and theme
Connected contributions
KMb Evaluation Design
Did the evidence change practice?
Published resource
Measurement built for knowledge mobilization specifically — indicators of uptake and changed practice, not only satisfaction or reach. It is referenced by every other contribution in this area, and shared with the wider evaluation family.
Grounding. KMb indicators; evaluation design
Read the KMb Evaluation Design resource
Sources
- Reference 34: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
- Reference 36: Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels (3rd ed.). Berrett-Koehler.
Most related, by shared theory and theme
Connected contributions
Implementation Science Learning Design
Translating implementation frameworks into design
Published resource
Turning established implementation-science frameworks into concrete design decisions, giving change and needs work a theoretical backbone. It is a shared language among senior practitioners in health and the public sector.
Grounding. CFIR; EPIS; PARIHS
Read the Implementation Science Learning Design resource
Sources
- Reference 37: Damschroder, L. J., et al. (2009). “Fostering Implementation of Health Services Research Findings into Practice: A Consolidated Framework for Advancing Implementation Science (CFIR).” Implementation Science, 4:50.
- Reference 38: Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). “Advancing a Conceptual Model of Evidence-Based Practice Implementation in Public Service Sectors (EPIS).” Administration and Policy in Mental Health, 38(1), 4–23.
- Reference 39: Kitson, A., Harvey, G., & McCormack, B. (1998). “Enabling the Implementation of Evidence Based Practice: A Conceptual Framework (PARIHS).” Quality in Health Care, 7(3), 149–158.
Most related, by shared theory and theme
Connected contributions
Evidence Brief & Knowledge Product Design
Research outputs practitioners actually use
In development
Designing the artifacts that carry evidence — briefs, summaries, and tools — so they are usable by the people they are meant for. It is concrete, demonstrable, and widely hired for.
Grounding. Knowledge translation; information design
Sources
- Reference 40: Nutley, S. M., Walter, I., & Davies, H. T. O. (2007). Using Evidence: How Research Can Inform Public Services. Policy Press.
- Reference 34: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
Most related, by shared theory and theme
Connected contributions
Co-Production & Participatory Design
Designing with knowledge users, not for them
In development
Involving the people who will use knowledge in designing how it moves — the integrated approach many research funders now expect. It draws directly on community design and facilitation.
Grounding. Integrated knowledge translation; participatory design
Sources
- Reference 34: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
- Reference 35: Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
Most related, by shared theory and theme
Connected contributions
Policy & Public-Sector Knowledge Design
Rapid evidence to policy
In development
Designing evidence for the realities of policy process and the people who work within it, so research can inform decisions on the timelines government actually runs on.
Grounding. Evidence-informed policy; knowledge mobilization
Sources
- Reference 40: Nutley, S. M., Walter, I., & Davies, H. T. O. (2007). Using Evidence: How Research Can Inform Public Services. Policy Press.
Most related, by shared theory and theme
Connected contributions
Researcher Capacity Building
Helping researchers mobilize their own knowledge
In development
Building researchers' capability to carry their own work into practice — the skillset behind the emerging research-impact roles in universities and research institutes.
Grounding. Capacity building; adult learning
Sources
- Reference 27: Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner (8th ed.). Routledge.
Most related, by shared theory and theme
Connected contributions
Indigenous & Equity-Centred KMb
Power-aware, community-led knowledge movement
In development
Mobilizing knowledge in ways that respect data sovereignty, plural ways of knowing, and the communities knowledge comes from. It is developed in relationship and with care, not as token coverage.
This contribution is developed in consultation and relationship, not authored in isolation.
Grounding. OCAP®; Two-Eyed Seeing; equity-centred design
Sources
- Reference 41: The First Nations Information Governance Centre. The First Nations Principles of OCAP® (Ownership, Control, Access, Possession).
- Reference 42: Bartlett, C., Marshall, M., & Marshall, A. (2012). “Two-Eyed Seeing and Other Lessons Learned within a Co-Learning Journey of Bringing Together Indigenous and Mainstream Knowledges and Ways of Knowing.” Journal of Environmental Studies and Sciences, 2(4), 331–340.
Most related, by shared theory and theme
Connected contributions
Digital & AI-Enabled KMb
AI-assisted access to evidence
In development
Using digital and AI tools to widen access to evidence and support its use, grounded in real knowledge-mobilization practice rather than novelty. It shares its production questions with scalable personalization.
Grounding. Learning technology; responsible AI
Sources
- Reference 34: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
Most related, by shared theory and theme
Connected contributions
Communities of Practice Design for KMb
Peer structures that sustain evidence use
In development
Designing the peer-learning structures — communities of practice — that keep evidence in use over time rather than letting it fade after a single push. It is the knowledge-mobilization application of community design and facilitation.
Grounding. Communities of practice (Wenger)
Sources
- Reference 35: Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
- Reference 34: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
Most related, by shared theory and theme
Connected contributions
Learning Experience Design
10 contributions live in this area. Visit the Learning Experience Design page.
Learning Experience Architecture
The five-phase rhythm — Why · See · Try · Share · Reflect
Published resource
The end-to-end arc a learner moves through, designed as one coherent journey rather than a sequence of modules. It is the organizing spine of the experience work, and the frame every other contribution in this area extends.
Grounding. Experiential learning (Kolb); the Why→See→Try→Share→Reflect rhythm
Read the Learning Experience Architecture resource
Sources
- Reference 43: Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall (2nd ed., Pearson, 2015).
- Reference 44: Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School (Expanded ed.). National Academy Press.
Most related, by shared theory and theme
Connected contributions
Designing for Motivation & Relevance
Why adult learners engage — or quietly disengage
In development
Anchoring learning to a learner's real circumstances and existing expertise before content is introduced, so relevance and autonomy carry the motivational work. It addresses the most common reason programs fall short: attention and completion that quietly decline.
Grounding. Self-Determination Theory (Ryan & Deci)
Sources
- Reference 45: Ryan, R. M., & Deci, E. L. (2000). “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist, 55(1), 68–78.
Most related, by shared theory and theme
Connected contributions
Managing Cognitive Load
Learning that working memory can hold
In development
Chunking, sequencing, worked examples, and multimedia principles that keep dense material within the limits of attention and memory. It matters most where content is genuinely complex, as in research and health settings.
Grounding. Cognitive Load Theory (Sweller); Multimedia Learning (Mayer)
Sources
- Reference 46: Sweller, J. (1988). “Cognitive Load During Problem Solving: Effects on Learning.” Cognitive Science, 12(2), 257–285. See also Sweller, Ayres & Kalyuga, Cognitive Load Theory (Springer, 2011).
- Reference 47: Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
Most related, by shared theory and theme
Connected contributions
Experiential Learning Infrastructure
Learning by doing, built to last
Published resource
The conditions and structures that let adult learners practise, make consequential mistakes, and build capability through experience rather than exposure. It treats error as a designed source of feedback, not a failure of instruction.
A resource in two areas. Its home is Learning Experience Design, and it is also part of the Learning Systems Design set.
Grounding. Experiential learning (Kolb); retrieval practice & desirable difficulties (Bjork)
Read the Experiential Learning Infrastructure resource
Sources
- Reference 43: Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall (2nd ed., Pearson, 2015).
- Reference 48: Bjork, R. A., & Bjork, E. L. (2011). “Making Things Hard on Yourself, but in a Good Way: Creating Desirable Difficulties to Enhance Learning.” In Psychology and the Real World. Worth Publishers.
- Reference 49: Roediger, H. L., & Karpicke, J. D. (2006). “Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention.” Psychological Science, 17(3), 249–255.
Most related, by shared theory and theme
Connected contributions
Learning Community Design & Facilitation
Peer learning and communities of practice
Published resource
Designing the social layer of learning — structured peer exchange, collaborative sense-making, and communities of practice that let expertise circulate rather than sit in silos. It is also the capability that sustains evidence use in knowledge mobilization.
A resource in two areas. Its home is Learning Experience Design, and it is also part of the Learning Systems Design set.
Grounding. Zone of proximal development (Vygotsky); communities of practice (Wenger)
Read the Learning Community Design & Facilitation resource
Sources
- Reference 35: Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
- Reference 50: Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Reference 51: Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
Most related, by shared theory and theme
Connected contributions
Designing for Reflection & Transfer
Making learning adapt to new situations
In development
Reflection and metacognition designed in, so learners can make what they have learned their own and re-deploy it in situations the designer could not anticipate. It is the experience-level form of closing the distance between knowing and doing.
Grounding. Metacognition (Flavell); reflective practice (Schön); Bransford et al.
Sources
- Reference 52: Flavell, J. H. (1979). “Metacognition and Cognitive Monitoring: A New Area of Cognitive–Developmental Inquiry.” American Psychologist, 34(10), 906–911.
- Reference 53: Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
- Reference 44: Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School (Expanded ed.). National Academy Press.
Most related, by shared theory and theme
Connected contributions
Learner Research: Human-Centred Design
Understanding learners before designing for them
In development
UX research applied to learning — interviews, empathy mapping, personas, journey mapping, and synthesis — so programs are grounded in who learners actually are rather than who they are assumed to be. At organizational scale, the same inquiry becomes needs analysis.
A resource in two areas. Its home is Learning Experience Design, and it is also part of the Learning Systems Design set.
Grounding. Human-centred design; UX research methods
Sources
- Reference 54: Norman, D. A. (2013). The Design of Everyday Things (Revised and Expanded ed.). Basic Books.
Most related, by shared theory and theme
Connected contributions
Assessment & Feedback as Experience
Feedback that drives learning, not anxiety
In development
Designing assessment and feedback as part of the learning itself — authentic tasks, timely formative feedback, and productive challenge — rather than as a terminal measurement. It works alongside barrier removal, but is a distinct concern.
Grounding. Authentic assessment (Wiggins & McTighe); feedback research
Sources
- Reference 10: Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.
- Reference 55: Hattie, J., & Timperley, H. (2007). “The Power of Feedback.” Review of Educational Research, 77(1), 81–112.
Most related, by shared theory and theme
Connected contributions
Backward Design in Practice
Aligning outcomes, assessment, and activity
In development
Holding a single learning experience coherent by starting from the intended outcome, then the evidence of it, then the activity — so nothing in the experience is arbitrary. It answers a recurring need in program and accreditation contexts.
Grounding. Backward design (Wiggins & McTighe)
Sources
- Reference 10: Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.
Most related, by shared theory and theme
Connected contributions
Testing & Iterating the Experience
Usability methods for learning
In development
Treating a learning experience as something to be tested with real learners and improved — usability testing, beta cycles, and quality assurance — before and after it is delivered. It is the formative counterpart to downstream impact evaluation.
Grounding. Usability testing; System Usability Scale
Sources
- Reference 56: Brooke, J. (1996). “SUS: A ‘Quick and Dirty’ Usability Scale.” In P. W. Jordan et al. (Eds.), Usability Evaluation in Industry. Taylor & Francis.
- Reference 54: Norman, D. A. (2013). The Design of Everyday Things (Revised and Expanded ed.). Basic Books.
Most related, by shared theory and theme
Connected contributions
Learning Systems Design
11 contributions live in this area, and 3 more are shared with it from Learning Experience Design. Visit the Learning Systems Design page.
Learning Design at the Systems Level
How learning functions across a whole organization
In development
Designing learning as an organizational system — governance, infrastructure, and sustainment — rather than as a set of isolated programs. It is the capstone that situates every other contribution inside the institution.
Grounding. Systems thinking; organizational learning
Sources
- Reference 29: Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. Doubleday.
Most related, by shared theory and theme
Connected contributions
Needs Analysis for Organizational Transformation
Diagnosing the problem before proposing a solution
Published resource
Entering an organization by asking the right diagnostic questions first — where intentions and outcomes have drifted apart — so design addresses the real problem. It is the organizational scale of learner research.
Grounding. Needs analysis; gap analysis
Read the Needs Analysis for Organizational Transformation resource
Sources
- Reference 57: Rossett, A. (1987). Training Needs Assessment. Educational Technology Publications.
Most related, by shared theory and theme
Connected contributions
Change Management Through Learning Design
Moving organizations, not just running courses
Published resource
Designing learning as the mechanism of organizational change, for institutions navigating transformation with limited capacity to manage it well. It is a frequent, legible need in higher education and the public sector.
Grounding. Change management; implementation
Read the Change Management Through Learning Design resource
Sources
- Reference 28: Kotter, J. P. (1996). Leading Change. Harvard Business School Press.
- Reference 29: Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. Doubleday.
Most related, by shared theory and theme
Connected contributions
Equity Evaluation Framework Design
Measuring equity, not only designing for it
In development
Frameworks that measure whether a design advanced equity, extending evaluation into territory organizations are increasingly accountable for. It belongs to the shared evaluation family across the practice.
Grounding. Equity evaluation; measurement
Sources
- Reference 58: Mertens, D. M. (2009). Transformative Research and Evaluation. Guilford Press.
Most related, by shared theory and theme
Connected contributions
Scenario-Based Learning Design for Complex Practice
Designing for judgment under real conditions
In development
Designing learning around realistic scenarios so practitioners build judgment for complex, ambiguous situations. It is widely applicable across professional practice in every target sector.
Grounding. Situated learning; case-based design
Sources
- Reference 51: Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
Most related, by shared theory and theme
Connected contributions
Storyboarding for Learning Design
Making the design visible before it is built
In development
A craft method for planning and communicating a learning experience before production, so decisions are deliberate and shared. It shows how the work is done, not only what it concludes.
Grounding. Storyboarding; design process
Sources
- Reference 54: Norman, D. A. (2013). The Design of Everyday Things (Revised and Expanded ed.). Basic Books.
Most related, by shared theory and theme
Connected contributions
Wellness-Integrated Learning Environment Design
Designing for the conditions learning depends on
In development
Designing learning environments that account for the human conditions — including wellbeing and the social determinants of participation — that shape whether learning can happen at all.
Grounding. Wellbeing; social determinants of learning
Sources
- Reference 59: Fancourt, D., & Finn, S. (2019). What Is the Evidence on the Role of the Arts in Improving Health and Well-Being? WHO Regional Office for Europe, Health Evidence Network synthesis report 67.
- Reference 32: WHO Commission on Social Determinants of Health (2008). Closing the Gap in a Generation: Health Equity Through Action on the Social Determinants of Health. World Health Organization.
Most related, by shared theory and theme
Connected contributions
Learning Design for Emergent Learning
Structure for learning that cannot be fully pre-planned
In development
Designing for contexts where outcomes genuinely cannot be specified in advance, providing structure for learning that emerges through the work itself. It is the most exploratory contribution in the systems line.
Grounding. Complexity; emergent design
Sources
- Reference 60: Snowden, D. J., & Boone, M. E. (2007). “A Leader’s Framework for Decision Making.” Harvard Business Review, 85(11), 68–76.
Most related, by shared theory and theme
Connected contributions
Organizational Learning Design
Learning as an organizational capability
Published resource
Designing the structures, roles, and routines through which an organization learns as a whole — so capability is built into how the institution works, not left to individual programs.
Grounding. Organizational learning (Senge)
Read the Organizational Learning Design resource
Sources
- Reference 29: Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. Doubleday.
Most related, by shared theory and theme
Connected contributions
Learning Evaluation Framework Design
Knowing whether learning worked
Published resource
Designing frameworks that measure whether learning achieved what it set out to — outcomes and impact, not only satisfaction — so decisions rest on evidence. It belongs to the shared evaluation family across the practice.
Grounding. Evaluation design (Kirkpatrick)
Read the Learning Evaluation Framework Design resource
Sources
- Reference 36: Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels (3rd ed.). Berrett-Koehler.
Most related, by shared theory and theme
Connected contributions
Curriculum Mapping Design
Coherence across a whole program
Published resource
Mapping outcomes, assessments, and experiences across an entire curriculum so a program holds together as a coherent whole rather than a set of disconnected courses. It is the program-scale companion to backward design.
Grounding. Curriculum alignment; backward design
Read the Curriculum Mapping Design resource
Sources
- Reference 10: Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.
Most related, by shared theory and theme
Connected contributions
Also part of this area
Universal Design for Learning
10 contributions live in this area. Visit the Universal Design for Learning page.
Designing for Learner Variability at Scale
The thesis the other UDL work inherits
Published resource
Designing from the outset for the full, predictable range of human variability, so the environment fits diverse learners rather than a mythical average one. It is the worldview that grounds every other contribution in this area.
Grounding. Universal Design for Learning (CAST; Rose & Meyer)
Read the Designing for Learner Variability at Scale resource
Sources
- Reference 33: Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Most related, by shared theory and theme
Connected contributions
From Accommodation to Proactive Inclusive Design
The field's defining reframe
Published resource
Shifting from retrofitting access for individuals after the fact to designing inclusively from the start, so fewer barriers are ever built in. It states the paradigm shift the field rests on, plainly.
Grounding. Universal Design for Learning; inclusive design principles
Read the From Accommodation to Proactive Inclusive Design resource
Sources
- Reference 61: Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Most related, by shared theory and theme
Connected contributions
Engaging Voluntary & Cautious Adult Learners
The engagement principle in practice
In development
Designing multiple pathways into motivation for learners who arrive with very different reasons for being there, including those who would rather not be. Where engagement is not solved, little downstream can land.
Grounding. UDL engagement principle; adult learning
Sources
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
- Reference 45: Ryan, R. M., & Deci, E. L. (2000). “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist, 55(1), 68–78.
Most related, by shared theory and theme
Connected contributions
Closing the Knowing–Doing Gap
From understanding to changed practice
Published resource
Designing for the distance between what learners understand and what they actually do — the transfer problem seen through an inclusive lens. It shares its machinery with reflection at the experience level and with change at the systems level.
Grounding. Transfer research; Universal Design for Learning
Read the Closing the Knowing–Doing Gap resource
Sources
- Reference 62: Pfeffer, J., & Sutton, R. I. (2000). The Knowing-Doing Gap: How Smart Companies Turn Knowledge into Action. Harvard Business School Press.
- Reference 44: Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School (Expanded ed.). National Academy Press.
Most related, by shared theory and theme
Connected contributions
Onboarding Across Wide Experience Ranges
Multiple entry points and pathways
In development
Designing entry so newcomers and experienced practitioners can each begin where they are, without boring the one or losing the other. It is a representation-principle problem common to every sector.
Grounding. UDL representation principle
Sources
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Most related, by shared theory and theme
Connected contributions
Making Accessibility More Than Compliance
Access as design quality, not a checklist
In development
Treating accessibility as a dimension of good design rather than a minimum legal standard met at the end. It is the conceptual bridge from inclusive learning design to the accessibility, disability and accommodation area, and to the service line offered alongside it.
A resource in two areas. Its home is Universal Design for Learning, and it is also part of the Accessibility set.
Grounding. WCAG; UDL; inclusive design
Sources
- Reference 19: W3C (2023). Web Content Accessibility Guidelines (WCAG) 2.2. W3C Recommendation.
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Most related, by shared theory and theme
Connected contributions
Eliminating Construct-Irrelevant Barriers in Assessment
Measuring capability, not obstacles
Published resource
Removing features of an assessment that get in the way of demonstrating mastery without being part of what is measured, so results reflect capability rather than incidental barriers. It works alongside assessment designed as experience.
A resource in two areas. Its home is Universal Design for Learning, and it is also part of the Accessibility set.
Grounding. Construct validity; UDL action & expression
Read the Eliminating Construct-Irrelevant Barriers in Assessment resource
Sources
- Reference 4: Messick, S. (1995). “Validity of Psychological Assessment: Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning.” American Psychologist, 50(9), 741–749.
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Most related, by shared theory and theme
Connected contributions
Equity-Centered Learning Design
The social and cultural layer over everything
In development
Attending to power, culture, and whose knowledge is treated as legitimate across the whole design, rather than as a separate module. It connects directly to equity evaluation and to equity-centred knowledge mobilization.
Grounding. Equity-centred and culturally responsive design
Sources
- Reference 63: Ladson-Billings, G. (1995). “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal, 32(3), 465–491.
Most related, by shared theory and theme
Connected contributions
Scaling Personalization Without Scaling Cost
The production economics of flexibility
In development
Making multiple means of engagement, representation, and expression economically feasible at scale, increasingly with AI-assisted production. It is the meta-capability that makes the rest affordable to deliver.
Grounding. Learning technology; AI-assisted design
Sources
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
- Reference 47: Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
Most related, by shared theory and theme
Connected contributions
Evaluating Whether Design Reduced Barriers
Closing the UDL cycle with evidence
In development
Measuring whether an inclusive design actually lowered barriers, rather than assuming that it did — ending on rigor rather than aspiration. It belongs to the shared evaluation family that runs across the practice.
A resource in two areas. Its home is Universal Design for Learning, and it is also part of the Accessibility set.
Grounding. Evaluation design; Universal Design for Learning
Sources
- Reference 36: Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels (3rd ed.). Berrett-Koehler.
- Reference 5: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Most related, by shared theory and theme
Connected contributions