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Introductory Guide to Intentional Course DesignStephanie Delgado, Ph.D.

Design, Equity, and Access

A Little About Me:

  • Experienced Instructional Designer who assists faculty with the development of their fully online and hybrid courses.
  • Instructor preparing undergraduate and graduate students for teaching in today’s K-12 institutions.
  • Regularly present at national and international conferences, discussing topics related to the equitable use of technology in curricular designs.
  • Consulted on educational policy both at the county and state level.
  • Research interests include access and use of educational technology in the classroom, specifically the disparity of access and use amongst typically marginalized populations.
  • Hold degrees in the areas of Behavior Analysis, Education, and earned a Ph.D. in Curriculum and Instruction with a focus on Digital Equity. Professional mission is to advocate for equity in digital access amongst all students.

Digital Divide

Society can help or hinder

The Digital Divide is a term for access – including mobile access

Digital Equity

Digital Equity is a more critical perspective on access.

It is more about the fairness and equitable opportunity of use

Why Design, Equity and Access?

Although typically marginalized groups of students will enroll in 4 year institutions, their rate of complete falls below that of their white and/or economically priviledged counterparts (Carnevale and Strohl 2013; Perna and Finney 2014)

"Diversity enriches our university community and is a driving force that is instrumental to our institutional success and fulfillment of the university’s mission." (FIU, DEI Statement)

The right to broadband: "is the view that all people must be able to access the Internet in order to exercise and enjoy their rights to freedom of expression and opinion and other fundamental human rights, that states have a responsibility to ensure that Internet access is broadly available, and that states may not unreasonably restrict an individual's access to the Internet.

  • Why is accessibility so important?
  • Accessibility vs. Accommodation
  • Access vs. Use

Accessibility

Accessibility

  • Allow for content to be made available off-line (Zoom sessions, pdfs, articles, etc.)
  • Encourage faculty to consider alternate ways for students to submit assignments that require more advanced technologies
  • Use accessibility checkers in the course and scan courses regularly

What can we do:

What is an example of designing with Accessibility?

Make sure docs can be read by a screen-reader

Use color to emphasize a point

Only use alt. text for larger images

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  • Flexibility in submission deadlines
  • Time between high-stakes assignments
  • Virtual office hours
  • Transparency

Flexibility

  • Encourage faculty to use calendar function in Canvas to set virtual meetings
  • Encourage faculty to diversify grading criteria so poor test takers/anxiety test takers are not adversely impacted
  • Don't require students to keep webcams turned on

Flexibility

What can we do:

What is an example of designing with flexibility in mind?

Quick and Short submission windows

Online scheduler for virtual/phone office hours

Don't answer emails, they can do whatever they want

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Cultural Awareness

  • Cognizant of language, pronouns, chosen names, and microaggressions - and create a pathway for student reporting of these issues

  • People respond better to content that is relatable and representative of their own cultural group/sub-group

  • This includes people of all abilities, races, ethnicities, genders, sexual orientations, nationalities, religious traditions, socioeconomic classes, and ages.

Cultural Awareness

  • Encourage the departmental development of an implicit bias training to help faculty learn how to identify and address microaggressions

  • Provide faculty with information related to the use of pronouns, chosen names, and gender/racial bias in online courses

  • Showcase courses to faculty that represent cultural diversity - ensure the course uses varied perspectives, and multicultural visual representations

Cultural Awareness

  • Encourage the departmental development of an implicit bias training to help faculty learn how to identify and address microaggressions

  • Provide faculty with information related to the use of pronouns, chosen names, and gender/racial bias in online courses

  • Showcase courses to faculty that represent cultural diversity - ensure the course uses varied perspectives, and multicultural visual representations

What is an example of being culturally aware during course design?

Just use "he" or "she" for everyone

Encourage faculty to Implement a no-tolerance policy in their courses

Ignore microaggressions. the less you know the better

Answer

Answer 2

Answer 1

Answer 3

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D.E.I.

Encourage "safe space" statements

Allow for varied assessment strategies

Encourage faculty to be flexible in student appointment setting

Don't require webcams to be turned on

Provide faculty with student/individual identity conscious training materials

Encourage departmental trainings on implicit/explicit bias

Vary gradebook weight distribution

Make materials available offline

Use the accessibility checker

Showcase courses that represent cultural diversity

Contact Info: Email: StepDelg@fiu.edu

LinkedIn: https://www.linkedin.com/in/stephaniedelgadomiami/