Preservation and Privacy [...]

How, then do you balance the imperative to save, preserve, and keep digital artifacts of (potential) historical significance with the need for agency, privacy, and freedom of the student, staff, or faculty member to delete, let die, or decay? These are the questions we are now collectively grappling with, and will continue to moving forward. (Source)

Generalizing Innovations [...]

all programmes could benefit by noting the importance of engaged leadership, local adaptation and user buy-in. “It doesn't matter how good the innovation is, it doesn't matter how much has been invested,” says Fixsen. “If we don't have the implementation savvy, we're going to get the crummy outcomes that we have seen decade after decade.” (Source)

Synchronous vs. Asynchronous [...]

We can acknowledge, with the benefit of hindsight, the reasonableness of the hypothesis that asynchrony in the office would increase productivity. We can also admit that this hypothesis has been largely refuted by experience. To use the terminology of computer science, it turned out that the distributed systems that resulted when we shifted toward asynchronous communication were soon overwhelmed by the increasing complexity induced by asynchrony. We must, therefore, develop better systems—ones that will almost certainly involve less ad-hoc messaging and more real-time coördination. (Source)

Depression and Online Learning [...]

Because of the cognitive impacts of depression and lack of energy, it is important that courses are designed with essential elements clearly identified with minimal redirection or navigation. Care should be taken to emphasize clarity and readability. Courses that show potential schedules for review of content and assignment completion are useful especially when depression impacts students’ ability to organize themselves. Mental health supports available to students should be clearly advertised and accessed through each course’s main page. It was evident from my study’s participants that fatigue and the cognitive impacts of depression made searching school websites for support very difficult...Whether courses being offered synchronously or asynchronously, it is important that students have the ability to connect with other students about the experience of being a student, for example, discussing assignments and sharing struggles. In addition, if mental health services are available to students, teachers can normalize the use of these services by talking about them openly and deliberately. (Source)

Peralta Equity Rubric [...]

The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students. The rubric’s criteria include: addressing students’ access to technology and different types of support (both academic and non-academic); increasing the visibility of the instructor’s commitment to inclusion; addressing common forms of bias (e.g., image and representation bias, interaction bias); helping students make connections (e.g., between course topics and their lives; with the other students); and following universal design for learning principles. (Source)

Wikity users can copy this article to their own site for editing, annotation, or safekeeping. If you like this article, please help us out by copying and hosting it.

Destination site (your site)
Posted on Leave a comment on Peralta Equity Rubric

Affective Context Model [...]

The Affective Context Model argues that the central feature of learning is the affective significance of experiences to a given learner. Cognitive load will make some difference to problem solving but what really matters is whether or not someone cares about solving the problem. I imagine most of us are aware of this: if your car breaks down in the desert, the design of the repair manual may not be ideal, but you’ll figure it out nonetheless. (Source)

Black Educators [...]

more than any specific methodology, the practices of successful black educators were animated by distinct values they brought to their classrooms, including a conviction that schools should serve as microcosms of democratic governance and be used as a public good to expand citizenship, equity, and collective responsibility. (Source)

Wikity users can copy this article to their own site for editing, annotation, or safekeeping. If you like this article, please help us out by copying and hosting it.

Destination site (your site)
Posted on Leave a comment on Black Educators

Reinventing the Wheel [...]

The window for higher ed to do some good things is closing. The path to a future does not lie in creating more of what already exists. The path to a successful restaurant does not lie in reselling pre-packaged food and hoping branding wins the day. We have lots of talented people but if we’re not aspiring to things worth their effort why would they stick around? If online higher education can’t make being part of a large community an exciting and beautiful thing, why bother with the overhead? (Source)

Wikity users can copy this article to their own site for editing, annotation, or safekeeping. If you like this article, please help us out by copying and hosting it.

Destination site (your site)
Posted on Leave a comment on Reinventing the Wheel