Welcome
Welcome to Inclusive Instructional Design and Tech, a leading education digital platform dedicated to providing digital education through innovative self-learning and assessment technologies. Our mission is to create engaging and inclusive instructions using emerging technologies, fostering an environment where every student, especially neuro divergent learners, can thrive.
Bio
Dr. James Anthony Nyangas strongly advocates for a holistic approach to learning that incorporates all aspects of life, including spiritual, moral, cultural, and social education (SMCSE), into the students' foundational understanding. Modern theories on culturally responsive school leadership and improvement science inspire him to tackle contemporary issues in educational policy, leadership, and change management. He obtained a PhD and MA from Sokoine University of Agriculture, Morogoro, in 2009 and 2016, respectively. He also earned a Postgraduate Diploma in Education (PGDE) from the University of Essex in 2022 and a Bachelor of Philosophy (BPhil) from Pontifical Urbaniana University, Rome, in 2004. Prior to his doctoral studies, he accumulated five years of teaching experience in the seminary and an additional eight years of teaching experience in colleges and universities. He is enthusiastic about instructional technology and design, aiming to enhance teaching and learning by adding value to the learning experience and making it more inclusive, fun, enjoyable, and engaging. Therefore, he is interested in utilizing different digital spaces, platforms, and software to help students achieve their learning outcomes and career goals. This leverages technology and design to promote inclusive digital education and ensure a reasonable adjustment for neuro divergent learners. Currently, he is a full-time faculty member at the Department of Educational Psychology and Counseling, School of Education of the Sokoine University of Agriculture (SUA). He has been teaching and supervising students' research at the university for over 16 years, encompassing both undergraduate and postgraduate students. He is also pursuing online graduate studies in instructional technology and design at Walden University (WU).
Purpose
The main purpose of this website toolkit is to use emerging technologies and cutting-edge designs to support diversity and inclusion in higher learning institutions. Specifically, the website will offer various themes that include digital education, creating inclusive learning environments, and empowering individuals with the necessary tools and knowledge to achieve their learning outcomes and career goals.
Audience
The platform's audience includes students and instructors from higher learning institutions, particularly education students at the Sokoine University of Agriculture. The proposed website will also offer training modules for secondary school teachers and parents who need to assist various categories of learners, including neuro typical and neuro divergent learners. The broad audience spectrum reflects the magnitude of the problem in Tanzania's education system. Although the challenge of students’ engagement and participation is a classroom issue, its solution goes beyond the classroom. Many people, including the government, policy advocates, educators, parents, and students, need to be involved in finding a solution. The audience will benefit from the proposed digital platform because the highlighted problem of participation and engagement in learning is a challenge to a wide range of actors. The solution to this problem requires a platform that addresses it in an inclusive and tailored manner, using various approaches and resources that involve instructional designers, digital content creators, teachers, students, and parents alike. The proposed website strives to offer collective efforts to ensure instructional technology and designs are inclusive.
OUR CAUSES
Students’ engagement and participation in the classroom discussions is one of the problems affecting active learning and the achievement of learning outcomes (Kozanitis & Nenciovici, 2023). Bloom et al., (1956) argue that learners’ interaction with instructors is important in accessing learning resources. Petty (2009) also emphasizes students' engagement and participation in the classroom to ensure active learning and achievement of learning outcomes. While students’ engagement and participation are critical to learning, a study by Nyborg et al., (2022) found that some students feel shy, awkward, or afraid to express themselves, ask questions, or answer questions in the classrooms. Similarly, in his study titled "No harm in asking: class, acquired cultural capital, and academic engagement at an elite university," Jack (2016) found that students' ability to ask questions or interact with professors at university is influenced by their socio-cultural background. He grouped these students between privileged ones and disadvantaged ones. While privileged students have the ability to ask professors questions, the disadvantaged students do not. The types of school systems they attended before entering university, such as private schools and public schools, contributed to this difference. While these problems are common to all students, the situation is worse when the mainstream schools have neuro divergent learners. Various scholars (Edyburn, 2005; Ellis et al., 2023) mention autistic learners, dyslexic learners, and attention deficit hyperactivity disorder (ADHD) as students with special needs or neuro divergent learners. These types of learners face a more challenging environment when using the traditional classroom compared to their neuro typical peers (Frei-Landau et al., 2023). Often, they struggle to keep up with their peers when completing group projects or assignments in the classroom (Kempe & Grönlund, 2019). Various efforts, including educational policies for special needs learners, parent support, and peers, can be useful in helping neuro divergent learners achieve their learning outcomes (Asbell-Clarke, 2023). Instructional design can play a significant role in helping learners overcome challenges of students’ engagement and participation (Brown & Green, 2019). They can also help reduce burnout for students with neuro divergence by making reasonable adjustments to instructions (Newham, 2020). Additionally, they can aid in the management of executive functions (Gioia et al., 2001). Chiu & Lim (2020), who acknowledge the potential of digital spaces to assist divergent learners, endorse this. These reviews demonstrate the issues with traditional classroom instruction and the possibility in which technology can make a difference. Therefore, this project suggests incorporating inclusive instructional design and technology into the website toolkit to foster interactions.
Supporting Diversity and Inclusion
Digital Education
Enhancing Learning Experiences
Our focus is on revolutionizing digital education to make learning more accessible and engaging. Through cutting-edge technologies, we aim to provide inclusive learning experiences that empower students of all backgrounds. Join us in shaping the future of education.
Inclusive Environment
Fostering Equal Opportunities
We are committed to creating an inclusive learning environment that caters to the diverse needs of students, particularly neurodivergent learners. By leveraging technology, we ensure that every individual has the opportunity to learn, grow, and succeed.
Empowerment
Transforming Lives
Empowering individuals through education is at the core of our mission. We believe in the transformative power of knowledge and strive to equip learners with the tools they need to excel. Join us in making a difference.