Objective 8:
Engage in ethical reasoning and decision-making by applying frameworks, policies and professional standards.
My Ethical Framework project fully meets this objective by demonstrating how I reconsidered the development and design of a facilitation skills training module from the perspective of the targeted learner group.
I redesigned my own ILT using a framework inspired by the LeaPS ID Model and the Ethics-in-Design Method.
After reviewing and considering calls-to-action and case studies from the current instructional design literature, I developed a framework that reimagines the typical ADDIE development process with elements that support more equitable approaches to learning and instruction.
I chose this module to reconsider because I liked where I landed with the materials, but I felt the development process could have been more meaningful and deliberate.
My redesigned process changed the development effort in two significant ways: First, by focusing primarily on developing learner-centered project goals, the assessments and activities that align to those goals become more relevant to learners' actual needs and motivations.
Then, consistent and honest self-reflection through the development, delivery, and evaluation stages ensures that these goals remain central in resolving the inevitable conflicts and tensions.
This work shows I have engaged in ethical reasoning and decision-making by exploring the ideas of Moore and Tillberg-Webb, Bradshaw, Walters, and others to improve my understanding of ethical and social justice issues in the field of instructional design, and then develop an ethical framework to apply in the redevelopment of a project I was not fully satisfied with. I had experienced deep tension and conflict while developing this module, because of time constraints and institutional barriers to effective training design, and my ethical framework required that I reflect on and reapproach the project outcomes with a fully learner-centered perspective.