Training with Heart: Where Science Meets Inclusive Design with Tracy King
In a recent episode of the Designing with Love podcast, host Jackie Pelegrin welcomed Tracy King, a learning strategist and the founder and CEO of InspirEd, to discuss the evolving landscape of instructional design and learning development. Their conversation illuminated several critical areas that are reshaping how we approach training and education in professional settings.
Tracy's journey into learning design began unexpectedly when she identified a broken process at her first job and created training to fix it. This experience revealed the transformative power of well-designed learning, leading her to pursue graduate studies in learning sciences. After working in academia and professional development for physicians, Tracy founded InspirEd to help organizations create truly transformational learning experiences across industries.
One of the most compelling topics they explored was neuro-inclusive learning, which Tracy passionately advocates as essential for the future of workforce development. With one in five individuals being neurodivergent, organizations that fail to create inclusive learning environments are effectively excluding 20% of potential learners. Tracy emphasized that neurodivergent individuals are often the most innovative and entrepreneurial thinkers – precisely the kind of divergent thinking needed to solve complex workplace challenges.
Tracy outlined three primary areas where learning designers can improve neuro-inclusion: addressing sensory sensitivities in learning environments, supporting executive function challenges, and reconsidering social norms that may create barriers. Simple adjustments like providing structure for turn-taking, allowing movement during learning sessions, and being flexible about eye contact can dramatically improve the learning experience for neurodivergent individuals without diminishing it for neurotypical learners.
The conversation shifted to designing for Generation Z, which Tracy described as "the most entrepreneurial and neurodivergent generation to date." Based on research by Zen Business, Tracy explained that Gen Z approaches careers differently than previous generations, viewing their professional journey as acquiring portable skills rather than climbing a traditional ladder. They prioritize making a difference, work-life balance, and the practical application of their learning. Most significantly, Gen Z has grown up with the ADA and IDEA, making them far more comfortable advocating for their support needs than previous generations.
Tracy advised learning designers to create opportunities for practical application, problem-solving, and experiential learning to engage Gen Z effectively. She also stressed the importance of reflecting diversity in training materials and facilitating intergenerational collaboration to leverage the strengths of all team members.
Artificial intelligence emerged as another transformative force in the conversation. Tracy predicted that AI will shift the role of instructional designers from content creation to content architecture and governance. Rather than starting from scratch, designers will ensure that AI-generated content remains accurate, bias-free, and properly structured. Similarly, subject matter experts will transition from content writers to technical editors, focusing on perspective, bias, and strategic application rather than basic information delivery.
The potential for AI to transform learner data collection and analysis is particularly exciting. Tracy noted that current data collection methods often fail to provide actionable insights for improving programs. AI tools could revolutionize how we develop job task analyses, create dynamic knowledge bases for different roles, and design adaptive learning pathways that respond to individual learner needs.
As the conversation concluded, Tracy offered valuable advice for new instructional designers. She described instructional design as "a craft, an art, and a science," encouraging newcomers to play with tools and approaches to develop confidence. She also reminded listeners that inclusion is an ongoing journey – there's no point of "arrival" at perfect accessibility, only continuous improvement. Finally, she advised designers to receive feedback with curiosity rather than defensiveness, recognizing that even frustrated feedback represents an opportunity to improve the learning experience.
The insights shared in this episode highlight the dynamic nature of instructional design and the importance of embracing neurodiversity, generational differences, and technological innovation to create truly effective learning experiences in today's rapidly evolving workplace.
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Please visit Tracy King’s website and social media links below.
Photo by Monstera Production: https://www.pexels.com/photo/anonymous-man-writing-on-chalkboard-near-group-of-diverse-students-at-table-6238020/
Jackie Pelegrin
Instructional Designer, Author, College Professor, and Podcast Host
Jackie, an Arizona native, leverages decades of experience as an instructional designer within both higher education and the corporate world. She holds an MBA and a Master of Science in Instructional Design and Technology, both acquired through online learning. In addition to her full-time role, Jackie serves as an adjunct instructor, teaching online courses at Grand Canyon University. During her leisure time, she delights in reading books across a range of genres, enjoying movies and TV shows, playing games, listening to uplifting music, and spending quality time with her family and friends.
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