Designing Inclusive Online Learning Environments Through the Lenses of Feminist Technoscience and Postphenomenology: An Educational Design Research Approach
Abstract: The purpose of this paper is to introduce and present the context, theoretical frameworks, and methodological approach of an educational design research study that seeks to better understand pedagogical, social, and technological design characteristics to foster a learner-centered, inclusive online learning environment. This research is grounded in feminist technoscience and postphenomenology. These theoretical frameworks guide the research question and methodological approach. A purposeful sampling of educators will inform the initial analysis and exploration phases of research, followed by an iterative process of design, evaluation, and enhancement phases. The research process will conclude with a reflection phase and identification of design principles.