• Practice the creation of engagement focused student-centered learning experience
• Understand LXD, its origins, and its role in educational engagement spaces
• Understand basic LXD principles that can be applied to course design (activities, assignments, syllabi, etc.)
• Understand of how to create meaningful educational experiences that engage learners

Jessie Borgman and Casey McArdle are leaders in online writing instruction, distance education, and user experience research. They are also founding members of GSOLE. Together, in 2015, they co-created a resources website and community for online writing instructors called The Online Writing Instruction Community (www.owicommunity.org). They have co-authored three books based on their PARS (personal, accessible, responsive, strategic) framework: 2019’s Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors (winner of the 2020 Computers and Composition Distinguished Book Award), 2021’s PARS in Practice: More Resources and Strategies for Online Writing Instructors, and 2023’s PARS in Charge: Resources and Strategies for Online Writing Program Leaders. They host workshops on online writing instruction and creating and managing accessible online courses and programs. They are available for hire through their online form: https://www.owicommunity.org/work-with-us.html

• Understand the philosophy behind Branching Scenarios as they relate to Online Writing Instruction.
• Consider how Branching Scenarios align with PARS (Personal, Accessible, Responsive, and Strategic) course design.
• Discover how Branching Scenarios can be developed with Backwards Course Design to address the Student Learning Outcomes of an online-based writing course through a module designed by the attendees.
• Learn how to deploy a Branching Scenarios activity in their own course by using basic tools in an LMS and through Storyline, a common software program used to develop Branching Scenarios.

Dr. Joseph Bartolotta is an Associate Professor of Writing Studies and Rhetoric at Hofstra University. He holds a PhD in Rhetoric & Scientific and Technical Communication from the University of Minnesota.

Mitch Marty is a writer and photographer from rural Wisconsin, who teaches as an Adjunct Professor with the Department of English and works as an Instructional Designer with the Center for Teaching & Learning at the University of New Mexico. He has an MFA in Creative Writing from the University of New Mexico.

Tiffany Bourelle teaches multimodal composition and professional writing at the University of New Mexico (UNM). Her work focuses on enhancing pedagogy through multimodal composition in face-to-face and online formats. She created and oversees an online writing program called eComp at UNM, and has been published in such journals as Computers and Composition, The Journal of Technical Writing and Communication, Technical Communication Quarterly, and WPA: Writing Program Administration.

• Development of a Holistic Design Thinking Mindset: Attendees will learn to integrate feminist, disability, and transnational perspectives in UX/UI design, fostering a comprehensive understanding of how these dimensions intersect and influence online technical writing.
• of Practical Design Strategies: Educators will gain actionable techniques and strategies to adapt and enhance their online technical writing courses, promoting greater inclusivity and equitable student engagement.
• an Inclusive Design Approach: The webinar will encourage participants to critically assess and question default design assumptions, fostering an inclusive mindset that is essential for reshaping the educational landscape.
• Establishment of a Collaborative Community of Practice: A post-webinar online forum will facilitate ongoing dialogue and collaboration, allowing participants to share implementation successes and collectively advance the field of inclusive technical writing instruction.

Jazzie Terrell (they/them/elle) is a skilled researcher focusing on communal, activist, feminist rhetoric, disability studies, and gender/women's studies. Their expertise includes mixed-methods data analysis, archival research, sociocultural rhetorical praxis, and queer phenomenology, with an ongoing IRB-approved project on digital communal collaboration in first-year composition. They also prioritize feminist rhetorical theory, antiracist writing assessment, and accessibility in teaching, aiming to create an equitable and joyful learning environment.

• create their own analogue and digital maps and share stories pinned to specific locations on the map and in their memories
• learn to use applications like Google street view, Google My Maps, and Knight Lab.

Mary-Lourdes Silva (she/her) is Associate Professor of Writing and Director of First-Year Writing at Ithaca College. She received a PhD in Language, Literacy, and Composition Studies from UC, Santa Barbara, as well as her Masters of Fine Arts in Creative Nonfiction from Fresno State. Her past and current research examines the citation practices of first-year college writing students; pedagogical use of multimodal and multimedia technologies and practices; implementation of institutional ePortfolio assessment; gender/race bias in education; movement-touch literacy as a modality to teach reflective thinking in first-year writing; and the psychological and financial implications of faculty compelled to review biased student evaluations of teaching. She is also a community organizer and teacher in the upstate New York Argentine tango community.