Before launching a creative activity, learning designers can ask:

• Are instructions broken into clear, sequential steps?

• Are expectations explicitly stated (length, format, tone)?

• Is there a model/example?

• Are deadlines clearly structured?

Instruction Clarity

• Does this task require multitasking?

• Are multiple instructions embedded in one paragraph?

• Is too much information presented at once?

• Are there unnecessary decorative distractions?

Cognitive Load

• Does the task require public speaking without alternatives?

• Is participation flexible (written/verbal/visual)?

• Is collaboration structured?

Performance Demands

• Can learners demonstrate understanding in more than one format?

• Is there flexibility in how evidence is shown?

• Does success rely heavily on one communication style?

Expression Flexibility

If you answered “No” to multiple questions: The task may contain unnecessary friction.

Designing inclusively does not mean lowering standards.
It means removing "unnecessary barriers" so standards can be met more fairly.