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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.
Representation in Course Images
How many times have you looked at an image and thought, “Have I seen this before?” Chances are, if you are browsing a stock photo site, it’s often. That feeling of déjà vu occurs because images reflect an amalgam of artistic, cultural, and ideological influences (Hall, 2015).
Building Your Online Course With the Lister Model
So, you are building a course for the online environment. What an exciting adventure! When building an online course, you may use a similar method to what you used when developing a course previously, or you may use an entirely new technique. Either option is a good option. But, you may have a few questions when you first begin such as: How do I organize my materials? How do I display my materials? How do I make sure my students work together?
Clear and Quick: The Why and How of Rubrics
Rubrics provide students with insight into their performance and mastery of learning outcomes, providing clarity on how grades are assigned and teaching students how to tailor their work. For instructors, rubrics take the guesswork out of deciding how to grade, saving valuable time.
Authentic Activities
The majority of online learners seek formal education for a multitude of reasons but can be frustrated by the lack of transferrable skills. Online education can bridge this gap by utilizing authentic activities, allowing learners to gain skills that directly connect to their professional lives.
Communication, Community, and Student Engagement in the Online Classroom
The most difficult task in transitioning from on-ground to online teaching is determining the best way to emulate the community and engagement inherent in a face-to-face classroom.Consider this: Your online classroom can be even more engaging than an on-campus classroom. Simple tools, such as discussion forums and announcements, can elevate your classroom immensely.
Six Strategies for Multimodal Content Delivery
If you’re developing a course with synchronous and asynchronous elements, you have a host of options for engaging students and delivering content. Research suggests that incorporating multiple modalities increases accessibility, engagement, and learning (Mick and Middlebrook, 2015; Margolis et al., 2017). With that said, it is important to be intentional about multimodal course design. Both synchronous and asynchronous methods of delivery are effective, but activities can be better suited to one or the other modality and synchronous time is often limited. Delivering selected content asynchronously can support students’ understanding of how information is organized and leave more time for interactivity in synchronous sessions.
Multimodal Models
Designing a successful multimodal course means, at each step of the process, considering what each format does well—structuring the course such that each piece of content, each activity, each interaction uses the most effective delivery method available. But what does that look like in practice? This piece describes three approaches to structuring a multimodal course. In each model, asynchronous and synchronous time complement one another and further module and course objectives. Where the models differ is in the relative importance of asynchronous activities in enabling students to complete synchronous activities and vice versa.
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.