Theoretical Frameworks
With our goal of leveraging digital technology to enhance literacy among marginalized learners, we turned to literature to ask: how can we design multimedia lessons to address educational disparity, both for our own literacy learners and on a broader scale? To establish a robust conceptual framework, we adopted two key theories: the cognitive theory of multimedia learning and inclusive design for learning.
Through our reading we found that these two theories can be woven together to support our purpose, each offsetting the other’s limitations. The cognitive theory of multimedia learning presents more practical applications but sometimes lacks flexibility, whereas inclusive design for learning supports diversity, but offers fewer ideas for tangible practice as it constantly changes to allow learners and teachers to co-create their experiences. Both theories emphasize the importance of the learner and pedagogical methods, ensuring that technology serves as a supportive tool rather than the driving force in the educational process.
These frameworks enable the creation of tailored, inclusive learning experiences that promote collaboration, adaptability, and equitable access to education. Together, these frameworks and approaches pave the way for a more inclusive and effective learning environment.