Future-Facing Instructional Design: Restrained Entanglement and Digital Wellness as Best Practice

Congratulations on completing the course!

You have learned:

• About digital wellbeing and how it relates to the student
• About the effects of overexposure to technology on the user
• What entanglement is and how it may be restrained
• About students' autonomous use of digital technology and how we can support them to make good decisions around it
• What informed consent is and how it applies to digital courseware design; and
• About the responsibility educational institutions have to ensure that their structured learning experiences do no harm to their students.

You have examined your instructional design approach from a digital wellbeing perspective and begun the process of designing a personal or institutional code of practice for responsible course design.

Now is a great time to get interested in inbuilt digital wellness and conducting the research necessary to begin formulating an industry-wide code of practice for digitally healthy course design and entanglement.

Further areas for consideration

There are a number of interesting and related topics of inquiry that arise from this OER but are without its scope. If you have the time or the inclination, you might consider investigating the following ideas:

1. Power dynamics in hybrid spaces - Consider looking into the work of Jordan Frith on hybrid spaces and mobility as a springboard into thinking about access inequality and the power differentials that may arise therefrom. You can access the abstract to this article here. 
2. Stakeholder co-construction - In Activity 2, you looked at your stakeholders and how well you understand their current and future needs. Consider investigating to what extent you could invite them to participate in the construction of your structured learning activities.
3. Student awareness of the extent of their entanglement and how to negotiate the changing aspects of institutional entanglement sites - Consider the depth to which you need to educate the students on entanglement and its relationship to digital wellbeing. Related to this is the possible need to educate students on the changing aspects of institutional entanglement sites and how to negotiate them successfully. This may connect with the further inquiry on power dynamics and equality addressed above.
   
   

References

Frith, J. (2012). Splintered Space: Hybrid Spaces and Differential Mobility. Mobilities, 7(1), 131-149.