Search
There are 6 results.
Tag
Tag
All (37)
Alt Text (2)
Analytics (1)
Assessments (2)
Asynchrony (3)
Backwards Design (1)
Belonging (2)
Canvas (1)
Collaboration (2)
Color Contrast (2)
Communication (6)
Community (3)
Content Creation (3)
Content Delivery (1)
Copyright (1)
Course Maintenance (1)
Course Materials (4)
Course Preparation (3)
Discussions (1)
Diversity (2)
Equity (2)
Faculty Presence (1)
Feedback (1)
Hyperlinks (1)
Images (1)
Inclusion (4)
Inclusive Language (1)
Learning Objectives (2)
Multimodality (3)
PowerPoint (1)
Qualitative courses (1)
Quantitative courses (1)
Representation (1)
Rubrics (1)
Screen Readers (1)
Spreadsheets (1)
Summative Assessments (1)
Synchrony (4)
Third-Party Tools (1)
UDL (1)
Universal Design for Learning (UDL) (1)
Video (1)
Visual Accessibility (2)
Format
Five Ways to Combat Linguistic Bias in the Classroom
Developments such as the evolution of World Englishes (WE) and African American scholars’ use of African American Vernacular English (AAVE) have opened an important dialogue around academic writing standards, language ownership, and linguistic justice (Canagarajah, 2006; Young, 2010). Authors like Gloria Anzaldua who mix, for example, Native Indian, Spanish, and English in texts, are engaging in the literary tradition of code meshing, which has been shown to facilitate acquisition of English when used by multicultural students in the classroom, according to research (Canagarajah, 2006). By adopting inclusive practices, course designers can combat linguistic bias and promote writing achievement for all learners. This blog contains five recommendations for reducing linguistic bias in online education.
Zoom Into Online Learning
Faculty often express concern over how to maintain personal relationships with their students in an online course space; incorporating optional synchronous elements to an online course can help “put a face” to a name. Zoom, the video conferencing tool that allows you to create synchronous experiences for their students, has become ubiquitous in educational and businesses in the past two years.
Creating Learning Objectives
Learning objectives help inform students about what they will learn and how they will be assessed. Objectives are meant to align with course expectations. Therefore, any assigned exercises should be guided by the course’s specific learning objectives. Everything in the course should work together to ensure students master the course objectives.
Backward Design
Backward design is, as the name suggests, a process for designing curricula, courses, and lectures by working backwards from big-picture learning goals. The concept, introduced by Grant Wiggins and Jay McTighe (2005), suggests that instructors create assessments, activities, and course content that are explicitly aligned with the broader learning goals of the unit. This is different from the traditional content-driven approach to learning design, which focuses on course content first and only secondarily tries to align that content with learning goals.