5.1 Topic Choice ~ 30 mins
Share your questions relating to learner diversity
PURPOSE OF THE TASK: This task familiarizes you with the complexity of the work with diverse learners online.
TECHNOLOGY: For this task we have set up a collaborative, open-source document editor called ETHERPAD. The instance we are using is hosted through OpenETC – Free Range EdTech, a collective of educators in BC, who strive to provide support to higher education professionals in Canada who wish to make ethical technology choices.
INSTRUCTIONS:
STEP 1: Browse the list of topics and suggested resources below. Relating to any of these topics, pause to think about the aspects you would like to know more about. DO NOT start reading any of the suggested resources JUST YET, but focus on formulating your own questions! Complete this step by TUESDAY, Oct. 29, 2019 before midnight to move on with step 2.
Supporting Diverse Learners TOPICS and RESOURCES LIST:
| Topics | Resources | Abstract |
| Universal Design for Learning (UDL) | ARTICLE:
Rao, K., & Meo, G. (2016). Using Universal Design for Learning to Design Standards-Based Lessons. SAGE Open. Acess the article here. |
The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. |
| Web Accessibility |
ONLINE COURSE:
created by the Inclusive Design Research Centre at OCAD university. Access the course here. |
This course focuses on developing an understanding of the World Wide Web Consortium’s (W3C) Web Content Accessibility Guidelines Version 2.0 (WCAG 2.0). WCAG 2.0 describes how to make Web sites that are accessible to everyone. |
| Learning Styles/ Preferences | BOOK CHAPTER
Palloff, R. M. & Pratt, K. (2013). Lessons from the virtual classrooms: The realities of online teaching. Read Part 2. Chapter 7 provided as an excerpt in our Moodle course accessible here. |
The authors discuss ways in which instructors can work effectively with adult online learners including the consideration of different learning styles. |
| Gender | ARTICLE:
Anderson, D.M., & Haddad, C.J. (2005). Gender, voice and learning in online course environments. Journal of Asynchronous Learning Networks, 9(1), 3-14. Access the article here. WEBSITES: Gender Considerations in Online Learning. Acess Part 1 here and Part 2 here. |
The article presents the results of a survey that compared expression of voice, control over learning, and perceived deep learning outcomes in face-toface versus online course environments.
The website postings examine gender consideration in online learning. |
| Culture | ARTICLE:
Richter, T. & Zelenkauskaite, A. (2014). Culture, gender and Technology-enhanced Learning: Female and Male Students’ Perceptions across Three Continents. International Conference e-Learning 2014. Access the article here. BOOK CHAPTER: Palloff, R. M. & Pratt, K. (2003). Gender, Culture, Lifestyle and Geography. IN: The Virtual Student: A Profile and Guide to Working with Online Learners. Jossey Bass. Ch. 4 pp. 39 – 50. Access the excerpt in our Moodle course by clicking here. |
The authors of the article aim to foster the implementation of culture-sensitive education.
The authors combine theory with practical recommendations for the facilitation of inclusive online learning among diverse learners. |
| Indigenous Online Learning |
ARTICLE:
McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australasian Journal of Educational Technology, 16(1). Access the article here. CONFERENCE PRESENTATION Steven Downes. (Oct 9, 2019). Summary of Presentation: Teaching and Learning in the Digital Age for Indigenous Learners Summary. Retrieved October 10, 2019 from Half an Hour-Website. |
In this paper, the authors trace the design processes involved in the development of an online learning environment for indigenous Australian learners preparing to enter university, and account for the cultural issues that impacted on creation of learning tasks and styles of communication.
In their conference presentation at the 2019 ICDE World Online Learning Conference, the presenters talked about an online program offered at Athabasca University geared towards increasing managerial capacity for First Nations communities and the challenges arising for the indigenous students which aren’t typical for them in a more traditional academic environment.
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| Class Size |
ARTICLE: Orellana, A. (2006). Class Size and Interaction in Online Courses. Quarterly Review of Distance Education. 7(3), 229-248. Access the article here. |
This article presents findings of a study conducted to determine instructors’ perceptions of optimal class sizes for online courses with different levels of interaction. |
| Learner Support Services |
ARTICLE: Ludwig-hardman, S., & Dunlap, J. C. (2003). Learner Support Services for Online Students: Scaffolding for success. The International Review of Research in Open and Distributed Learning, 4(1). Access the article here |
The authors consider a learner support services program a critical component of an effective retention program for online students is. |
| Engaging the Online Learner |
BOOK CHAPTER: Conrad, R, M., & Donaldson, A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass. Read Chapters 1 and 2 |
The authors describe what engaged learning in online settings can look like and how to design for it. |
| Building Trusting Relationships |
ARTICLE: Hasinoff, A. Do you trust your students? Hybrid Pedagogy, August 22, 2018. Access the article here. |
The authors explores how trust influences your teaching interactions with students. |
| Equity |
WORKING PAPER: Baker, R., Dee, T., Evans, B., & John, J. (2018). Bias in Online Classes: Evidence from a |
The authors test for the presence of race and gender biases among postsecondary students and instructors in online classes by measuring student and instructor responses to discussion comments. |
| Technology Choices |
WEBSITE: Watters, Audrey. “Teaching Machines, or How the automation of education became “personalised learning’.” Hack Education. October 20, 2018. Acess the article here. |
The author explores the question how technology choices impact the relationships with (online) students. |
STEP 2: Write down 3-5 questions in our collaborative Etherpad for this task to allow your peers to see what aspects of learner diversity in online environments you are curious about. Click on this link to access the Etherpad editor. If you need help in using this tool, watch the brief tutorial below.
TEACHING INTENTIONS:
In the literature review part of her thesis concerning student engagement in both K12 and higher education settings, Ikahihifo (2019) found that “increased student engagement is correlated with improved learning outcomes and overall positive results for students.” One strategy to promote an interest in learning among your diverse learners is to offer them choice whenever possible. This could mean to allow your students to choose a specific paper and project topic that interests them. Assessing them in a variety of ways (tests, papers, projects, presentations, etc.) will give your students more control over how they show their understanding to you.
Reference:
Ikahihifo, Tarah Brittany, “Self-Determination Theory and Student Emotional Engagement in Higher Education” (2019). Theses and Dissertations. 7373. https://scholarsarchive.byu.edu/etd/7373
