1.
Opening Doors
Diversity Strategy
for Analysis,
Implementation
and Evaluation
Phases of
Instructional
Projects
Prepared by Theresa Jacques
November 30, 2014
Prepared for Name Withheld
Company Name

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Introduction
Framework
The goal of instructional design is to create the conditions under which learners can best acquire the skills and
knowledge needed to effectively perform their jobs and ultimately realize their potential. In order to accomplish
this, instruction must reach the maximum number of learners in a manner that is physically, cognitively and
culturally accessible. Otherwise, instruction is only partially effective, and those learners who encounter
barriers are increasingly and unnecessarily left behind, underutilized and, oftentimes, underemployed.
Moreover, those whose experience with learning and technology has been negative often develop attitudes
that further impede their learning. Those who speak English as a second language or whose culture is distinct
from our more dominant culture are further impeded by Anglo-centric images and values prevalent in
instruction. (McAnany, 2009)
Designing to include all types of people, from diverse backgrounds and with diverse abilities, is therefore an
ethical imperative, benefitting not only the individual, but the client. If instruction is to adequately address
performance gaps and enable companies to adapt to external forces, inclusive and accessible instruction is
also a practical and financial necessity. Globalization and interconnectivity continue to increase the diversity of
workforces, as well as underlining the need to expose all workers to varied perspectives, contexts and content.
This report outlines for EP Visual Design (EPV) a strategy and implications in addressing the following learning
needs, within the assessment, implementation and evaluation phases of the instructional design process:
 ESL - English as a Secondary Language
 Exceptionalities – from high to low achieving learners
 Ethnicity/Race – from multi-cultural to singular populations
 Socioeconomic Status – from high to low income
 Gender – from all genders to a singular gender
The next section describes a framework upon with the strategy is built.
As a precursor to examining strategy specific to analysis, implementation and evaluation, this
section looks at the design and development phases in order to establish a basic framework for
further discussion. It reviews common options for inclusive instruction and why they are
problematic. (continued next page)

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Universal Design for Instruction
The greatest challenge in reaching diverse populations is to design instruction that is both inclusive and does
not reduce the final product to the lowest common denominator. It is counterproductive to accommodate one
group in a manner that compromises the design, effectiveness of strategies or achievement level of the overall
learning audience. Some have simply added accessibility features, such as maintaining 508 compliance or
ensuring gender inclusive language and culturally/racially inclusive images. While effective tactics regarding
accessibility and inclusiveness of content, these are not a strategy to expand effectiveness of instruction, nor
do they address the actual learning needs of diverse groups. They are added features, tacked onto an existing
product, without the fundamental changes warranted.
Another option is to design one instructional product for the majority, and one or more separate pieces
targeting special populations. This is problematic for a number of reasons. First, it is neither cost- nor time-
effective, unless the two projects are being completed for separate branches of a company, for instance, a
foreign office with a sizeable employee base. Second, it offers no flexibility to the client should the
demographic make-up of learners change, which can occur with a single hire. Yet another option is to simply
make adjustments when there is a learner with a special need, for instance, bringing in a translator or signer to
accommodate someone with language or hearing limitations. As with 508 compliance, this only addresses
accessibility, not actual learning needs.
Ineffective or unfeasible options:
 Designing for the majority; designing for the lowest common denominator
 Adding accessibility features to unchanged instruction
 Making special accommodations as needed
 Designing multiple versions of instruction
This second portion of the framework defines Universal Design for Instruction (UDI), the
strategy’s underlying philosophy. This report assumes instruction will be 508 compliant and
contain inclusive language, images and examples, as well as the following design elements,
which benefit many learners beyond those designated in the inclusive strategy. The strategy for
analysis, implementation and evaluation will then provide additional recommendations for
accommodating specific learner populations. (continued next page)

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The most effective strategy for EPV to undertake is to design for diverse learners at the outset, so as to meet
the needs of as many as possible by accommodating multiple value systems, learning styles and modalities.
This is a proactive strategy that can eliminate the costly process of retrofitting in the event that the learner
population changes while the performance goals remain constant.
The definition of “universal design for instruction (UDI), by the University of Washington DO-IT Center,
provides a starting point from which to design inclusive instruction:
“the design of instruction of products and environments to be usable by all students, to the greatest extent
possible, without the need for adaptation or specialized design” (Sheryl Burgstahler, 2012)
While UDI often refers only to accessibility, the Center applies it more broadly, stating that UDI “provides
students with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles
multiple means of representation, action and expression, and engagement.”
There are a number of improvements that EPV can be institute into most instruction and that will address both
common needs among special populations and specific needs of diverse learners in the general learning
population. While these improvements are primarily within the purview of design and development, they are
listed below under the assumption that upon implementing this report’s strategy, most of EPV’s instructional
products will contain these improvements as an “inclusiveness first” practice, in much the same way as
websites are now designed “mobile first.” The generally inclusive improvements include: clear instructions,
simple and consistent navigation, a glossary of terms, opportunities to review and a variety of options for aural,
written and visual media, assessment mechanisms and manners of learning and reviewing information, as well
as choices in speed, order or ability to move forward or backward through the content.
These improvements benefit everyone, as any demographic group will have learners who perform better under
different circumstances. The same is the case with instructor-led or blended learning, where optional forms of
learning, interacting and being assessed provide broad benefits. In the event that the learning audience is
homogeneous, specialized and possesses high level learning and cognitive skills, some of these elements
would be subtracted.
Universal design elements:
 Clear instructions. Simple and consistent navigation
 Glossary of terms.
 Opportunities to review.
 Variety of options re. media, assessment, manners of learning and reviewing of options.
 Choices as to speed, order, ability to move forward or backward through content.

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Needs Analysis: Learner Assessment
General improvements aside, the most important step in designing for diverse learners lies in the needs
analysis and especially the learner assessment. This is where the information will be gathered that informs
every step of the instructional design process so as to produce effective instruction.
The first step should be to ascertain the demographics of the targeted learning group. The available
information will indicate the gender and racial breakdown; however, ESL, exceptionality, socioeconomic status
and culture breakdowns may or may not be evident. If this is the case, it will be important to find these through
alternate means, such as surveying managers, supervisors or the general workforce. Failing that, questions
can be included in an overall learner survey to ascertain these.
If the learner population contains people from the groups designated for inclusive efforts, EPV should research
common learning needs, cultural details and/or barriers and concerns within each group. If possible,
connecting with an advocacy group, union committee or expert in each area would be beneficial, and could
lead not only to more information about the needs of a group, but also helpful contacts within the workplace.
This can also lead to an effective strategy for identifying resources within the company, formulating
assessment questions and organizing focus groups or committees within the workplace.
And effective learner assessment is critical to designing inclusive instruction.
Recommendations:
 Ascertain gender, racial, ESL, exceptionality, socioeconomic status and culture
breakdowns.
 Research common learning needs, cultural details and/or barriers and concerns within
each group.
 Devise questions to determine the group’s learning needs and preferences, attitudes and
values, as well as to inform the task analysis, objectives and measurement methods.
 Determine additional questions by correlating groups with their common affinities within
the recognition, strategic and affective brain functions.
 Remember every person is an individual; avoid stereotyping.
 Include questions about attitudes toward work, learning, technology, computers, self, the
topic, etc.
 When possible, seek input from individuals or a focus group in representing the group
designated for inclusion.
 Recognize the impact on assessment of those belonging to more than one group.
 Recognize diversity exists in seemingly homogeneous groups.
 Do not forget those who have high level learning skills or are from high socioeconomic
backgrounds.

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From here, a series of questions can be developed to ascertain that group’s learning needs and preferences,
attitudes and values, as well as to inform the task analysis, objectives and methods used to measure these.
Additionally, this process can help determine levels of content, reinforcement and supplemental options that
can be included so that each group has adequate resources with which to learn.
The following diagram, researched and developed by the National Association on Universal Design for
Learning, provides insight into areas where learners differ (CAST - What is UDL?, 2012):
Knowing these differences and correlating them, when possible, with gender, culture and learning abilities, can
greatly inform the kinds of questions included in the learner assessment. For example, women tend to learn
better socially, through narrative and within cooperative exercises, while men tend to learn better individually,
through linear, factual presentation and within competitive exercises. (Dyjur, 2004, pp. 11-12) A similar
breakdown can be seen along cultural lines, although there are many more differences in cultures, such as
sense of time, value systems, locus of control and ability to express dissent, as well as various associations
with symbols, colors and images. (Dyjur, 2004, pp. 17-18)
The other important purpose of the learner assessment is to avoid the stereotyping and assumptions that can
occur when considering general tendencies of diverse groups. Every person within a group is an individual,
and whether someone will fit the pattern designated for their group cannot be predicted. Moreover, within
cultures in the U.S. there are differing levels of immersion, such that some within a culture may not be in any
way influenced by its norms, values or perspectives. Those who speak English as a second language can
range from possessing very limited skills to being fully fluent.
In addition to learning how people learn and what value systems they operate under, it is helpful for EPV to
determine their attitudes about learning, computers and technology, their work and their own competencies, as
these can be impacted by past experiences, especially negative or challenging ones due to their position in

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society and the barriers they frequently deal with. This often comes into play for those from low socioeconomic
backgrounds, as education may not be held in high regard. The same may be the case for certain cultural
groups. Some groups may have a negative view of computers or technology, especially if their exposure has
been limited due to economic or ESL reasons. Similarly, some women may have a negative perception of
advanced technology due to socialization or past experience.
Learner assessment can produce helpful information about delivery methods. For instance, low socioeconomic
and working class people may be more reluctant to learn outside of the work day due to connecting work with
hourly pay. Those who speak English as a second language or who are low level achievers may need in-
person instruction or tutoring to access and understand the content. Comfort levels with computer technology
and ability to perform tasks away from the work computer may also come into play, the latter being especially
important among low income, ESL and first-generation immigrant learners.
There are several ways to go about collecting this information, and this may depend on the amount of access
afforded by the client. When possible, a focus group or survey for those experiencing barriers is particularly
useful. Another option is to identify or have the client identify members of these groups who have leadership
skills or demonstrate a comfort level talking with others about these issues. Such learners can be interviewed,
serve on a committee to provide input or access other learners within their group. When meeting with such
groups or individuals, the ultimate goal is to find out what works for them and what does not, what they like and
can relate to and what is offensive or meaningless to them, and what concerns and challenges they have.
There will likely be circumstances where learners fall into more than one group. In such cases, they may have
multiple needs specific to each area that must be addressed for learning to be effective. There may also be
needs from each area that intersect. Learners that belong to more than one group can be resources for
information needed to design instruction; however, care must be taken to recognize that their issues may not
be representative of learners in the groups they belong. For instance, an ESL learner will have more barriers
than a person from the same culture who is a native English speaker. Likewise, an ESL learner who also has
learning difficulties will need more support than someone who belongs to one of these groups.
When undertaking an assessment of target learners from a homogeneous culture, EPV should still consider
diversity. Learners from a single culture still have varying levels of learning achievement and may have diverse
socioeconomic backgrounds. Similarly, a group that is at one education level will often have cultural and
gender diversity issues that impact instruction.
Finally, although inclusion efforts often focus on the underserved, or those in greatest need of support, it is
important to remember that high level learners need special consideration so that the instruction is challenging
enough, and they have choices in order to proceed at a faster pace or skip areas they already know. The
learner assessment should gauge these learners to determine the amount of scaffolding necessary to provide
a productive experience to learners of all levels.

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Needs Analysis: Learning Environment Assessment
Likewise, learners from high socioeconomic backgrounds need relevant content as much as those from middle
and low socioeconomic backgrounds. Analysis should include their needs and perspectives so that instruction
can include content that those from multiple socioeconomic backgrounds can relate to.
It is critical that any survey given to the general learning population include a cross section of people and that
those in diverse groups be represented. Additionally, the manner of conducting any form of assessment should
take into consideration the issues and values of these groups. For instance, some cultures are not comfortable
speaking to others away from someone in authority, such as a supervisor. Some people do not want to be
singled out, or may feel at risk speaking about their limitations, given past experience and attitudes toward
people in their circumstance. Others may welcome the opportunity to voice their concerns and have a say in
the development of training. ESL learners may need materials written in their native language or may need
help understanding and answering the questions, as may people with low learning achievement.
This portion of the needs analysis is equally critical, as learning needs are impacted by the manner and
conditions of delivery. It is also important to determine the resources and tools available within the company for
learners with barriers.
Additionally, the layout of a computer or training room may have a serious impact on learners’ ability to
perform. For example, set-ups where computers are divided into cubicles will limit those learners who perform
better with social interaction and may affect those whose language or learning skills would benefit from peer
assistance. A room that is noisy or where there are interruptions may impede the learning of some. And when
delivery is instructor-led within a designated classroom, the arrangement of desks or chairs may make a
considerable difference. For instance, when these are arranged in rows, the impede the ability to interact, to
the detriment of learners whose cultures value cooperative or communal work, as well as learners with
language or learning limitations, who would benefit from peer interaction.
The delivery method and environmental factors impact people’s ability to learn.
Recommendations:
 Determine available resources and tools.
 Consider cultural preferences, value systems and social interaction needs when

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Implementation
Evaluation
Just as assessment benefits from the input of diverse groups, so does implementation. In order to effectively
meet learning needs and appropriately calibrate content along cultural lines, it would be best to implement the
project in phases so as to test what works and to avoid surprises much later in the process. EPV is no stranger
to this method of phased implementation, as it is the same method EPV uses when developing custom
products. When possible, design decisions at critical points should be passed by target groups to enable
amendment and refinement during the design and development processes. This can be especially helpful
when instruction includes examples, scenarios or analogies that depend on learners’ life experience and
culture.
Phased implementation should make implementation of the final product relatively smooth, with more basic,
smaller areas in need of adjustment.
In the case of in-person, instructor-led training, implementation will likely require training of trainers and/or an
instructor’s guide so that the issues that arose during the learner assessment are adequately addressed in the
set-up of the classroom and the manner of delivery that the instructor uses.
Implementation benefits from input of diverse groups.
Recommendations:
 Implement in phases.
 Pass design decisions by representatives of target groups at critical points.
 Seek feedback for examples, scenarios and analogies.
 Include training of trainers and/or an instructor’s guide for instructor-led training.
Evaluation benefits from inclusion of diverse learners.
Recommendations:
 Include cross-section of learners.
 Pay close attention during formative evaluation of how the issues and needs of each
diversity group are being met.
 Prepare questions and points of observation for each group in advance.
 Compare the results with those of learners outside of the group; if the target group did
significantly worse, revisit content, assessment questions and methods and
quality/frequency of feedback.

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Benefits and Risks
Bibliography
As with learner assessment, evaluation should be conducted with a cross-section of learners. When
conducting formative evaluation, EPV should pay special attention to how the issues and needs of each
diversity group are being met. This will require advance preparation so that the appropriate questions and
observations are included when administering one-to-one and small group evaluations and so that both these
and the pilot testing evaluation are analyzed with group-specific issues in mind.
Likewise, evaluations conducted with special group members should also be compared to those of learners not
in these groups to see whether learners perform equally well. Should that not be the case, it will be important
to revisit not only how the content is presented and the learner is engaged, but also the methods and structure
of the assessment questions and the quality and frequency of feedback.
This report has provided explanations throughout the likely benefits to EPV, your clients and the learners
undergoing instruction. However, there is always a risk in instituting a diversity strategy due to possible blind
spots and biases. Fortunately, the ID process, along with a strong learner assessment, will greatly reduce this
risk. The other risk is that instruction will tilt too far toward reaching diverse groups to the detriment of the
majority. Given EPV’s extensive experience conducting needs assessments and implementing/evaluating new
products, this risk would likely be minimal, especially compared to the risks EPV takes in designing innovative
products. The risks are far outweighed by the benefits of instituting this diversity strategy. Any time learners are
given more options and there is a strong focus on clarity, all learners benefit. Just as with the unforeseen
benefits of universal architectural design, which made access easier for many without disabilities, so universal
instructional design will make learning more effective for many not in a targeted diversity group.
(2012). CAST ‐ What is UDL? Wakefield, MA: CAST. Retrieved November 28, 2014, from
http://www.udlcenter.org/aboutudl/whatisudl
Dyjur, P. (2004). Inclusive Practices in Instructional Design. University of Saskatchewan, Educational
Communications and Technology. Saskatoon, SK, Saskatchewan: University of Saskatchewan.
Retrieved November 15, 2014, from http://etad.usask.ca/802papers/dyjur/dyjur.pdf
McAnany, D. (2009). Monkeys on the Screen?: Multicultural Issues in Instructional Message Design. (H.
Kanuka, Ed.) Canadian Journal of Learning and Technology, 35(Winter). Retrieved November 1, 2014,
from http://www.cjlt.ca/index.php/cjlt/article/view/512/242
Sheryl Burgstahler, P. (2012). Equal access: Universal design of instruction. University of Washington. Seattle:
DO‐IT. Retrieved 2 2014, November 2, from
http://www.washington.edu/doit/Brochures/Academics/instruction.html