1:00 pm - 1:50 pm Central Time
Access and Wellbeing in the Wellbeing Enhances Learning (WEL) Model
Presented by Asa Olson, Ph.D, Instructor, Academic Technologist, and Instructional Designer at University of Minnesota - Twin Cities and Kely MacPhail M.Ed., Senior Education Specialist, Director of the Learning Resources Group at University of Minnesota - Twin Cities
The COVID-19 pandemic demonstrates that a lack of accessibility negatively impacts student wellbeing. Literature also indicates that students with disabilities, regardless of type, are especially impacted and more likely to develop mental health problems than students without disabilities. A lack of accessibility in learning environments contributes to these mental health concerns, especially burnout, stress, and isolation. This presentation identifies practices teachers can use to improve accessibility, facilitate connection, and help students manage stress in accordance with the Wellbeing Enhances Learning (WEL) Model. It also describes the role and relevance of accessibility in this model.
Asa Olson, Ph.D.: Asa Olson is an assistant professor turned instructional designer and academic technologist for the Bakken Center for Spirituality & Healing. He provides instructional and technological support for instructors, leads the Bakken Center's revision of the Wellbeing Enhances Learning Model, and teaches courses about narrative practices in wellbeing, including narrative therapy and narrative medicine.
Kely MacPhail, M.Ed.: Kely is Director of the Learning Resources Group at the University of Minnesota's Earl E. Bakken Center for Spirituality & Healing. Throughout her time as a technology educator and instructional designer, accessibility and equity have been integral elements of Kely’s approach to analysis, design, and implementation. She embraces opportunities to raise awareness of best practices in these realms and influence others to adopt changes that reduce barriers and enhance wellbeing for all students.
Presentation Information & Materials