Concordia University's Centre for the Study of Learning and Performance

Project Overview

This project focused on creating accessible and impactful learning materials addressing critical social issues like online hate, extremism, and misinformation. The process involved extensive research, collaboration with subject matter experts, alignment with accessibility standards and curriculum requirements, and a commitment to iterative design and evaluation. The goal was to develop evidence-based tools and strategies that promote positive social impact.

Key Challenges and Opportunities

  • Diverse Stakeholder Needs: The curriculum needed to be relevant and accessible to a wide range of learners, including middle and high school students, educators, and community members.

  • Complex Social Issues: Addressing topics like online hate and extremism required a nuanced and sensitive approach.

  • Accessibility and Inclusivity: Ensuring accessibility involved adhering to Universal Design for Learning (UDL) principles and WCAG compliance standards.

  • Curriculum Alignment: The materials needed to align with the Quebec provincial curriculum.

  • Collaboration and Communication: The project involved collaboration with numerous stakeholders, including researchers, subject matter experts, program managers, and educators.

The opportunities presented by this project included:

  • Potential to address critical social issues and promote positive change in communities.

  • An opportunity to translate research on teaching and learning into practical tools and strategies.

  • Collaboration among researchers, educators, and community partners.

  • Development of innovative and engaging learning materials.

Recommendations and Next Steps

Comprehensive Research and Mapping: 

  1. Review of existing curriculum materials and research literature. 

  2. A comprehensive curriculum map was created to organize and share resources. 

  3. Interviews were conducted with 40 members across six Quebec-based institutions, including SMEs in French and English.

  1. Needs Assessment and Prioritisation: 

    1. Program managers and subject matter experts reviewed the mapped materials and made recommendations. 

    2. A needs assessment was conducted to identify key areas for curriculum development.

  2. Instructional Design and Development: 

    1. Resources were identified as catalysts for instructional design interventions. 

      1. Topics related to online hate, extremism, misinformation, community outreach, and empowerment.

  3. Accessibility and Alignment: 

    1. The curriculum was designed to align with UDL principles, WCAG compliance standards, and Quebec provincial curriculum requirements. 

    2. Materials were developed for both online and face-to-face learning environments.

  4. Iterative Design and Evaluation: 

    1. The ADDIE method of instructional design was adopted. 

    2. Tools were pilot-tested with educators to gather feedback and refine the curriculum.

  5. Public Availability and Evaluation: 

    1. Developed materials and teaching resources are made publicly available, including an evaluation system for the resources and courses.

Impact and Outcomes

  • ✺

    The curriculum raises awareness and understanding of critical social issues among students, educators, and community members.

  • ✺

    Promotes critical thinking skills and empowers learners to engage with complex information responsibly.

  • ✺

    Contribute to positive social change by addressing issues like online hate and extremism.

  • ✺

    Provide educators with effective tools and strategies for teaching about challenging social topics.

  • ✺

    Commitment to UDL and WCAG compliance will ensure that the curriculum is accessible to all learners.