EDCI-335

As I work on developing my interactive learning resource, I’ve come to appreciate how critical inclusive design and Universal Design for Learning (UDL) are in supporting all learners. Inclusive learning design reminds me that learners come with varied backgrounds, abilities, and needs—and it’s my responsibility to anticipate and reduce barriers before they interfere with learning.

To ensure the needs of all learners are met, my resource includes multi-modal content (text, visuals, and audio) and interactive elements to suit different learning preferences. For example, instead of relying solely on written explanations, I’ve added short videos with captions and visual diagrams to reinforce concepts. I also use clear, plain language and structured layouts so learners aren’t overwhelmed or confused.

If an unexpected event like a pandemic forced students to work remotely, I would adapt my activities to support asynchronous learning. I’d convert live sessions into recorded lessons with transcripts, and create an online discussion space where students can share ideas on their own schedule. To help learners adjust, I’d provide short tutorial videos on using any new tools, and offer regular online check-ins for support. This way, students with different time zones, tech access, or learning speeds can still engage meaningfully.

One activity from my blueprint is a timed group brainstorming challenge, which might pose issues for students with anxiety, limited internet access, or learning disabilities. To remove this barrier, I could offer the same task as an untimed individual submission with optional peer collaboration. This keeps the spirit of the task while allowing for flexibility.

Finally, the learning environment itself must be welcoming and accessible. From adjustable text sizes to downloadable content for offline use, I want learners to feel they belong and are supported.

I also take inspiration from universal design in the world of engineering. One example that comes to mind is the use of lever-style door handles in buildings. Unlike round doorknobs, levers are easy to press down – they were originally designed to help people with limited grip strength or disabilities open doors effortlessly. But think about it: we all benefit from this design improvement! When your hands are full of groceries, you can elbow a lever handle open; young children and older adults find them simpler to use as well. This kind of “design for one, benefit for all” thinking motivates me to apply similar logic to my learning resource. If I make a feature accessible for a student with a specific need (say, adding captions for a hearing-impaired student or a translation tool for an ESL learner), it’s very likely that many other students will appreciate and use that feature too. By building these inclusive elements into the core design, I’m not only meeting special needs but also enhancing the learning experience for everyone in the class.

Overview:
 
Mental health in professional settings refers to an individual’s emotional, psychological, and social well-being in the workplace. It affects how employees think, feel, and behave, as well as how they handle stress, interact with colleagues, and perform their job responsibilities. A mentally healthy workplace supports employees in managing stress, maintaining productivity, and achieving work-life balance.

The two academic resources that discuss the definition and importance of mental health in professional settings:

1. Workload and Job Demands
2. Work-Life Balance Issues
3. Job Insecurity and Career Uncertainty
4. Workplace Relationships and Conflict
5. Lack of Recognition and Support
6. Workplace Discrimination and Inequality

Misconceptions: 

• Employers may ignore signs of mental distress in employees, assuming it does not concern the workplace.
• Companies may lack policies or resources to support mental health. 

Misconception #2: “High-performing employees don’t struggle with mental health.”
Misunderstanding: Some believe that only struggling or less productive employees experience mental health challenges, while high-achievers are immune to stress, burnout, or anxiety.

Reality: Mental health issues can affect anyone, regardless of job performance. In fact, high-performing employees often face intense pressure, perfectionism, and burnout. Just because someone appears productive does not mean they are not struggling internally.
Common Mistake:

• Employers may overlook mental health concerns in top performers because they assume success equates to well-being.
• Employees may hesitate to seek help, fearing it could make them appear weak or incapable.

Rationale:
In today’s fast-paced work environment, many employees experience anxiety and even depression due to high-intensity tasks and constant pressure. The inability to maintain a healthy work-life balance, for example, often makes it difficult to distinguish between normal job-related stress and chronic stress, leading to serious mental health challenges.

Research shows that employees with better mental health are more productive and have greater opportunities for career growth. However, mental health issues in the workplace are not solely personal struggles—company management plays a crucial role. Unfortunately, many organizations fail to prioritize mental health or lack the knowledge and resources to implement effective support systems. As a result, employees often suppress their emotions rather than seek help.

We believe that mental health is a universal concern that everyone will encounter at some point in their career. Raising awareness and fostering a positive workplace culture are essential to creating healthier and more supportive work environments.

Our goal is to provide learning resources that help individuals develop a deeper understanding of mental health, improve emotional resilience and adaptability, and apply practical, actionable strategies. By integrating theory with real-world applications, we aim to promote workplace well-being, encourage a more inclusive and supportive culture, and ultimately enhance job satisfaction.

Learning Design Plan:
 “A Healthy Mind at Work Leads to a Thriving Workplace”
This central concept emphasizes that mental health is not just an individual concern but a key factor in workplace success. A supportive, mentally healthy work environment boosts productivity, job satisfaction, and overall well-being. Organizations that prioritize mental health create a culture of resilience, collaboration, and long-term success for both employees and businesses.

By reinforcing this idea throughout the learning experience, participants will not only gain awareness but also develop actionable skills to foster mental well-being in professional settings.

​Learning outcomes:

1. Under standing the Importance of Workplace mental Health:
   We can define workplace and its impact on productivity and also can identify key factors that could influence mental health in professional situations.
2. Foster a supportive Work Environment:
   We can demonstrate ways to reduce stigma around mental health and have open discussions in workplace.
3. Recognize Common workplace stressors:
   We can analyze how workload or work place relationships contribute to stress and mental health.

Learning activities:

1. Case Study-learners can examine real world workplace that has mental health challenges. And groups can analyze the situation based on best practices.
2. Peer Feedback- learners can provide feedback on communication and techniques
3. Role Playing- Learners can engage in role playing exercise where they can practice more.
4. Discussion Form- Can have online discussion that can allow participants to share reflections and challenges.

Assessment plan:

• Assessment Plan Quiz: The assessment will comprise short-answer and multiple-choice questions designed to evaluate the students’ understanding of workplace mental health concepts and stress factors.
• Case Study Analysis: Learners are tasked with evaluating a real or hypothetical workplace mental health case, with the objective of identifying stressors and proposing solutions.
• Discussion Reflection: Participants are required to submit a summary of key takeaways from the discussions, linking them to real-world applications.
• The programme will conclude with the submission of a final paper. A detailed analysis of a workplace mental health strategy is then required, evaluating its strengths and weaknesses, and recommending improvements.
• Action Plan Report: Learners are tasked with the creation of a personalised plan for fostering resilience in their own work environment, outlining steps for mental well-being initiatives.

Resources:

• textbooks (see: https://open.bccampus.ca),
• scholarly articles (accessible through the UVic library)
• ‘grey literature’ (professional resources, blogs, videos, etc)
• technology tools (WordPress)