Creating an Inclusive Online Learning Environment Friday, October 2, 2020, 3:00pm ET
Panelists will share practices they have found helpful to effectively set expectations for valuing diverse viewpoints, facilitating respectful conversations, and engaging students in inclusive active learning exercises. The teaching practices discussed in this FREE webinar can be utilized in a variety of disciplines and course sizes to promote equity and inclusion.
Moderated by Charity Peak, Regional Director of Academic Programs at ACUE, this panel will feature a brief keynote from Michael Benitez Jr., Vice President for the Office of Diversity and Inclusion at Metropolitan State University, Denver.
Your students can now engage socially around video content in the same way they already can around books, articles, and other documents. Go to Library > Add > Video and select a video from YouTube, Vimeo, Google Drive, Dropbox, or a video file hosted elsewhere to add to your course.
You can now allow colleagues to copy your course (your documents, assignments, instructor-initiated threads, and settings) without having to give them instructor access to your course. Go to Settings > Access to obtain your course’s unique “copy code” that another instructor can use to copy from your course. Instructors with your copy code can copy the content in your course but have no access to student data.
You can now use more flexible search syntax to search books and other documents, like a web search: search for exact phrases by enclosing them in quotation marks, indicate that a word must appear with a plus sign, or indicate that a word must not appear with a minus sign. Visit the search page on Perusall’s support site for more information.
When you use the Canvas integration, Perusall can now mirror your Canvas groups within Perusall, avoiding the need to define groups manually in Perusall. Visit the Canvas setup page on Perusall’s support site for more information.
Gearing up for asynchronous lecturing and thinking about student engagement in online and/or hybrid courses? Then set aside a few minutes to read this terrific thread with practical tips and tricks on lecture capture. Many thanks to @vijisathy for compiling and sharing your thoughts about creating a “high-structure active learning classroom”.
Working on lecture capture? Here are tips & tricks to make it go smoother. About 10 yrs ago, I started lecture capturing to flip my #introstats course & it was enough to be notes/slides/software/laptop/audio/kids&dogs relatively quiet ready — I didn’t bother w/camera ready. pic.twitter.com/XYookhEycT
By implementing inclusive teaching practices, faculty create learning environments where all students feel they belong and have the opportunity to achieve at high levels.
ACUE is excited to introduce a set of free resources—including videos and downloadable planning guides—that can be immediately put to use to benefit both faculty and their students. These practices are tailored for online teaching but are also relevant to the physical classroom.
These 10 practices include:
Ensure your course reflects a diverse society and world.
Ensure course media are accessible.
Ensure your syllabus sets the tone for diversity and inclusion.
Use inclusive language.
Share your gender pronouns.
Learn and use students’ preferred names.
Engage students in a small-group introductions activity.
Use an interest survey to connect with students.
Offer inclusive office hours.
Set expectations for valuing diverse viewpoints.
The Inclusive Teaching Practices Toolkit was developed in collaboration with Dr. Marlo Goldstein Hode, Senior Manager, Strategic Diversity Initiatives, Office of Diversity, Equity and Inclusion, University of Missouri-St. Louis.
We play a “This/That” game. It is really silly, but both the students and I have fun with it, or at least I do. For example, I start the game with the first student who volunteers. “Do you like Semantics/Pragmatics? Why?” “Would you like to be the Broca’s area/Wernicke’s area? Why?” “Would you like to have a conversation with a toddler/a preschooler? How?” Then each student calls out a peer’s name and asks them a similar question. We make sure that everyone gets a turn.
We play “Two truths and a lie.” For example, I start with the first student. “Intentional communication emerges around 8-9 months. Joint attention emerges around 6 – 10 months of age. Inflectional morphemes are mastered by age 3.” The student has to select which one of these statements is a lie. And then, I give the students a checklist that they can use to ask the next person another “Two truths and a lie” question.
Another game we play is called “Circle of questions.” One student starts with a question. For example, “What is decontextualized language?” The next student then responds and asks a question to the person that she / he tags. The next question needs to be in some way related to the first question. For example, it can be related to decontextualized language or language development in preschoolers. All students get a chance to ask and respond.
We play a “Tell your grandma” / “Teach your grandpa” game. I post questions ahead of time. If there are 10 students, I post 10 questions. Each student picks a question and spends about two minutes preparing an answer. I then pretend to be the grandma or grandpa, and I ask a question pretending to not know anything about it. For example, I say, “What exactly is phonological awareness?” And then I annoy them by saying, “Really? I can’t understand that. Could you tell me what a phoneme is first? Why would a child need phonological awareness? What does it have to do with reading?” etc. So, I spend about five minutes with each student doing this.
Another game is called “Emoji Slides.” This is a great game to play before exams. I have a set of pre-made slides. Each slide displays a concept or a word or a question. I share my screen and present one slide at a time. Students have to respond by reacting to the word/concept/question on the slide with an emoji – 😃 Happy , 😔 Sad, or 😐 Neutral. If I see a 😃 happy emoji from all students, I move on to presenting the next slide. If a few students respond with a sad or neutral emoji, I stop and explain the concept or give examples, and then ask them to react with an emoji again. If the emoji is now happy, we move ahead. Students can also create their own slides, share their screen, tag a person, and ask them to react.
Another game we play is “Who am I?” For example, I say, “I am a part of the cochlea that separates the scala media and the scala tympani. Who am I?” “I acquired two languages at the same time before the age of 3.Who am I?”
We do online role plays. For example, one student volunteers, and we practice asking questions as part of a case history while I pretend to be the caregiver and the student takes the role of a speech-language pathologist. We then reverse roles. We also role play to practice counseling. I provide a list of case-based scenarios that all students can look at. I read each scenario aloud, and students take turns to counsel me while I play the role of the client.
For review of concepts, we use collaborative worksheets. We use this activity every time we meet online as students like the structure and repetition of this activity. I post a worksheet with several questions (multiple choice, fill in the blanks, true/false, explain a term, give an example, compare two concepts, etc.). Students can then open this worksheet on their Microsoft Teams browser and start typing answers to these questions. Students can see each other’s responses, and I can see both their names and their responses. They get immediate synchronous feedback. I respond next to their responses with a happy emoji if their answer is correct. If their answers seem vague or incorrect, I edit it online while everyone else can see my edits. You can do this activity with Google Docs if you are not using Microsoft Teams.
Finally, we use short 15-minute quizzes during the synchronous class time. I create quizzes using Microsoft Forms because it is compatible with Teams. These quizzes are not part of the course grade; they are merely used for practice. Students can complete the quiz on their individual devices during class time, and I can review their responses, where they can get immediate feedback. You can create these on your course LMS, use Google Forms, or simply read a question out loud and have students respond in the chat screen or shout out the answers.
Establishing presence and social learning through multi-modal engagements and reflective meta-cognition are effective techniques for *any* class, both face-to-face and through the internet. Communicating the underlying what, why and how of learning is especially important for online learning success. And, like any important new skills, acquiring these capabilities takes planning and practice.
Join a live LACOL webinar and hands-on practice with five experienced liberal arts teachers from Swarthmore College, Vassar College, Williams College, and Washington and Lee University. This team regularly collaborates to deliver online/hybrid classes for the liberal arts.
Many liberal arts colleges are asking faculty to consider how they may temporarily move their teaching online as part of emergency preparedness in the face of COVID-19 or other disruptions to regular classroom teaching. Tips and guides are circulating, and faculty get lots of support from their local IT and teaching and learning centers.
This interactive Zoom session will highlight five liberal arts colleagues (including our very own Moataz Khalifa, Assistant Professor and Director of Data Education, and Assistant Professor of Biology, Natalia Toporikova!) to explore the ways they’ve learned to teach effectively online while maintaining a liberal arts approach that emphasizes personal interactions and critical thinking. Bring your ideas and questions!
Two live sessions:
Tuesday, March 17, 2020 – 1:00pm-2:00pm EST
Thursday, March 19, 2020 – 11:00am-12:00pm EST
Recordings will be shared afterwards.
Min 00 – 10: Welcome and Self-Introductions
Learning goals for this session
A little background about the LACOL summer online class
Min 10 – 35: Hands-on practice in Zoom
Encouraging Student Participation
Sharing Screens / Remote Screen Control
Using the Chat panel for conversations
Breakouts – great for small group work and discussion
Min 35 – 45: Group reflections on keeping a liberal arts approach online that emphasizes personal interactions and critical thinking
We want our students to have effective communication skills, but, truthfully, designing and assessing these activities in class can be incredibly challenging. So, we want to again offer our heartfelt thanks to Stephen for sharing essential questions and criteria to consider when designing unique speaking assignments, a turn-key model that faculty can build on, and an assessment tool to give student feedback.
Lastly, in case you missed it, here’s a link to all of the super helpful workshop materials (must sign in with W&L credentials) in Box.
Is there a topic or issue you’d like CARPE and Academic Technologies to address in Pedagogy and (not) Pizza? Let us know!