Advancing EDI in Online Teaching and Learning Environments
A webpage that discusses the importance of and includes strategies for anticipating and preparing for challenges in the Zoom classroom to help alleviate problematic behaviours that detract from student learning.
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How does it show up in our classes?
- Chat room - hurtful comments
- Breakout rooms - disruptive behaviour
- Whiteboards - inappropriate annotations
- Lecture-time - problematic behaviour
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Want to learn more?
8 Ways to be more inclusive in your Zoom teaching
Creating a positive classroom climate for diversity
Critical practices for anti-bias education classroom culture: Honouring student experience
A news article explaining three strategies to stay well and healthy during the pandemic including prioritizing self-care, being intentional about your news intake and avoiding Zoom fatigue.
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How does it show up in our classes?
- Decreased student engagement
- Lack of motivation
- Inequity issues heightened due to financial and technological constraints
- Lower assessment scores
- Increased anxiety
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Want to learn more?
Working and studying from home with children during COVID-19
Mental Health Tips for Working from Home
COVID-19 safety guide for students on campus
Move to online learning highlights need for positive learning spaces
The shift to remote learning: The human element
A handbook developed by the Werklund school of Education with instructions and advice on how to use Zoom.
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How does it show up in our classes?
Zoom can be used to teach, facilitate synchronous sessions for graduate exams and conduct meetings with teams and students.
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Want to learn more?
Guidelines for Exam Neutral Chair
Student Screen-sharing for Presentations
A landing page explaining what Zoom is and popular topics associated with Zoom such as creating an account, scheduling a meeting, sharing a screen and recommended settings.
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How does it show up in our classes?
Zoom is the campus online platform that enables instructors and faculty to have online real-time sessions with their students or colleagues.
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Want to learn more?
Ucalgary IT Knowledge Base - Zoom User Guide
Learning modules are self-directed online modules consisting of lessons learners can work through at their own pace.
Lesson 2 recommends using the Community of Inquiry model to create an inclusive and accessible learning environment.
Lesson 3 focuses on writing learning outcomes that incorporate the affective domain (feelings, emotions, and attitudes).
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How does it show up in our classes?
In Lesson 2, community is created in an online course by establishing a safe space for introductions, learning, activities that promote sharing and being present and engaged.
In Lesson 3, including the affective domain in learning outcomes leads to a course that is open to receive, respond, and value student experiences, personal opinions, and belief systems.
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Want to learn more?
Universal Design for Learning in Higher Education
Community of Inquiry Framework
An Inclusive Classroom Framework: Resources, Onboarding Approach, and Ongoing Programs
Inclusive Pedagogy in Higher Education
Writing Learning Outcomes/Objectives
Bloom’s Taxonomy: Affective Domain
This guide shows how applying a Universal Design for Learning framework can help guide the design of courses and learning environments to appeal to the largest number of learners while maintaining flexibility in how instructional material is presented, how students demonstrate their knowledge and skills, and in how they are engaged in learning.
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How does it show up in our classes?
The guide introduces three UDL principles to consider prior to designing a course.
- Provide multiple means of engagement
- Provide multiple means of representation
- Provide multiple means of action and expression
Considering the above principles can help promote equitable student learning opportunities that reduce student learning barriers.
- Provide multiple means of engagement
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Want to learn more?
Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles
An article that shares learnings from Indigenization and Teaching: A Workshop on Pedagogies, Protocols, and Worldviews presented facilitated by Jennifer Ward, an educational developer in the Centre for Teaching and Learning at the University of Alberta.
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How does it show up in our classes?
- Exploring Indigenization in university classrooms
- Teaching and learning from an Indigenous worldview
- Working with and learning alongside Indigenous Peoples
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Want to learn more?
Decolonization - Werklund Teaching and Learning Indigenous Education Resources
Colonization - Werklund Teaching and Learning - Indigenous Education Resources
Dr. Marie Battiste, Knowledge as a key site for decolonization
This website provides a curated list of multiple resources that focus on strategies and guidelines for teaching controversial issues and topics in the classroom.
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How does it show up in our classes?
- Creating a safe learning environment for students to bring their own lived experiences and perspectives to topics and issues discussed in class.
- Establishing critical reflection skills and shared understanding.
- Reframing and redirecting harmful reactions into helpful dialogue based on mutual respect and curiosity.
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Want to learn more?
Workshop helps instructors handle controversial issues in classrooms
Teaching Controversial Issues: Deepening Engagement and Critical Thinking Webinar
James Baldwin’s Lesson for Teachers in a Time of Turmoil
Managing controversy in the online classroom
Strategies for Discussing Religion in Secular Studies Classes
A web page that introduces a variety of alternative assessments that encourage students to apply knowledge and demonstrate evidence of their learning in creative ways.
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How does it show up in our classes?
- Uses multiple approaches to assess learning that align with course learning outcomes
- Increases student choice and motivation
- Promotes application of knowledge
- Encourages interdisciplinary learning and diversifies teaching strategies
- Assessments can be scaffolded for a sustained learning experience
- Opportunities for student self-assessment and peer review
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Want to learn more?
Alternative assessment strategies for large enrolment classes
Learning Module: Designing Online Assessments (Lesson 5)
Best Practices: Alternative Assessments, Ryerson University
Principles and Practices of Student Assessment: UCalgary Case Studies
An overview of ePortfolios, which can be used as part of an inclusive assessment strategy or to help students engage with their learning and long term identity formation.
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How does it show up in our classes?
- ePortfolios are a means of promoting student agency, engagement with class and helping students to form identities.
- Individualizing assessment helps reduce opportunities for academic misconduct.
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Want to learn more?
E-Portfolios: Best Practices for Use in Higher Education
Creating a Microsoft Sway ePortfolio
Electronic portfolios and learner identity: an ePortfolio case study in music and writing
Deconstructing the Notion of ePortfolio as a ‘High-Impact Practice’: A Self-Study and Comparative
Guidelines for faculty and students on how to develop and support a positive and effective learning environment using Zoom sessions.
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How does it show up in our classes?
- Ensuring video conferencing connections with sufficient quality for all participants to see and understand the material being shared.
- Creating manageable classroom interactions.
- Minimizing interruptions, distractions and inappropriate behaviours.
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Want to learn more?
Resources to help students handle potential disruptions to their classes and to create a community of active bystanders to help resolve disruptive situations.
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How does it show up in our classes?
- Often students can be more aware of issues happening in class than you can be while teaching.
- Empowering them to be active community builders helps helps improve everyone's class experience.
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Want to learn more?
Student Conduct Office - Training (includes active bystander training)
UCalgary Recognizing Acts of Bystander Intervention Online
Zoom Fatigue Is Real: Students Share Their Experiences Of Online Classes
This article provides a guide for developing a syllabus that assists with the integration of EDI as an opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information.
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How does it show up in our classes?
The article recommends that instructors “reflect on the ways that the syllabus can reflect the tone for their classroom environment” (p. 71).
Considerations include:
- Engage in reflexivity
- Adopt a diversity-centered approach
- Highlight diversity in the course description and acknowledge intersectionality
- Develop diversity-centered learning objectives
- Include a diversity statement
- Decolonize the syllabus
- Foster a family-friendly syllabus
- Establish ground rules for communication
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Want to learn more?
Setting Up Positive Learning Environments in Zoom