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How Instructional Design and User-Interface Principles Helped Us Develop an Online Academy for Learners with Mental Illness
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, , , , Rutgers, the State University of New Jersey, United States

AACE Award

Global Learn, in Princeton-Mercer, New Jersey ISBN 978-1-939797-43-8 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Nearly one in five adults in the United States lives with a mental illness, and young adults aged 18-25 years have a higher prevalence of mental illness compared to other age groups. Design principles can support online learners with psychiatric disabilities. In this paper, we discuss how instructional design and user-interface principles were incorporated into an educational strategy that advances the workforce development of mental health peer support providers and the online technologies employed to deploy this innovation. Our experience may inform other instructional designers and developers of postsecondary online courses to extend their reach to learners of all types and advocates for designers to understand and engage underserved learners who have coalesced into distinct communities and cultures in any population.

Citation

Richards, K., Spagnolo, A., Cronise, R. & Backs, A. (2019). How Instructional Design and User-Interface Principles Helped Us Develop an Online Academy for Learners with Mental Illness. In G. Marks (Ed.), Proceedings of Global Learn 2019-Global Conference on Learning and Technology (pp. 239-247). Princeton-Mercer, New Jersey: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

Presentation

AACE Global Learn 2019--Rutgers_Online Academy_for_Learners_with_Mental_Illness PPT Download

Slides