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CLT- Marginalizing What ALSO Matters: It’s time to consider equity factors in design that impact student learning - Shared screen with speaker view
Lisa Giacumo
08:13
Please feel free to contribute via the chat.
Rick West
08:21
Hi everyone, talking about equity, I don't want to ignore those of you meeting online, so I'm happy to address any comments or questions in the chat as well!
Colleen Smith
08:30
Thank you!
Ceren Ocak
09:02
Thank you so much!
Rick West
09:40
can you hear us well enough onlien?
Rick West
09:42
online?
Ceren Ocak
09:55
yes, I can hear very well
Colleen Smith
10:20
Yes!
Sylvia Rogers
13:24
yes, thanks!
Sylvia Rogers
18:02
amne!
Sylvia Rogers
18:07
amen, I mean
Rick West
21:12
Have you seen examples of this in your own work? Where there's been a lack of community or relationships for online learners? I'd love to hear examples as well.
Sylvia Rogers
24:40
I work with faculty and helping them get away from "content is king" in online learning and it ALSO about relationship building has been something an ongoing mission.
Colleen Smith
25:56
I heard it for the most part. Thank you for reiterating for online.
Rick West
26:08
If you didn't hear, the question is how can we improve the messaging around equity, so it feels less like us vs. them and more, if we build for everyone, everyone benefits and improves
Colleen Smith
27:53
Question: Which models, frameworks, or theories would you suggest that are more updated and focus on equity than the models previously mentioned by the panelists?
Ceren Ocak
28:02
I don’t know if that counts. To foster relationships, I assign writing buddies/accountability partners beginning each semester as part of my online courses. And I was wondering what the best practices are for establishing an effective learning community,
Rick West
30:07
Good question Ceren, I can answer this online in case we don't get a chance to talk about it in the room ... we've been focusing our work on how a learner needs different communities simultaneously ... a course community of teacher and peers, and there's lots of research on that. But also they need a "personal” community of support, that is usually a parent, siblings, and friends, but if the home environment is not supportive enough, it can also be mentors that take on some of those same roles. But especially in online learning, that personal community ends up being SUPER important and if it's faulty, the learning is difficult.
Rick West
30:18
our theory for guiding this is called the Academic Communities of Engagement model
Sylvia Rogers
30:19
@Ceren I think peer work is a great way to go! I have a peer review assignment that was optional and I noticed that those who participated seemed to be more engaged with the class and their posting in discussion increased and they seemed to have a more satisfying experience.
Rick West
30:51
Here's a link to our article, but I'd love to hear thoughts on this: https://link.springer.com/article/10.1007/s11423-020-09744-x
Rick West
31:50
Question from the audience is a follow-up: Can you speak to any examples within instructional design or education. You're speaking to empathy and connection to an individual, can you give an example of that?
Rick West
39:59
Comment from the audience, from Elizabeth Boling
Rick West
40:15
"So talking about what we don't talk about ... we don't talk about this higher level, which is the philosophy of design
Rick West
40:33
"other fields have these philosophies, in instructional design we have one philosophy to make efficient and sometimes attractive instruction"
Cristina Velez
41:01
Does the model incorporate student input when designing assignment formats and/or assessment types? How much flexibility is offered for students to make suggestions for the design of the course?
Rick West
41:18
"We teach this to our students ... I wonder from the panel, take it as a given that this is our philosophy, how would that philosophy change and how would we restate it that allows this notion of design position in the field being more than the three things of efficiency, effectiveness, and appeal."
Rick West
41:26
“and instead envelopes everything"
Rick West
42:27
Elizabeth: “So we are committed to these three things ... that does no harm. Extending the philosophy that acknowledges that harm is possible and our responsibility is to be aware of this. We kind of don't think about this,."
Rick West
42:59
Elizabeth "why is efficiency so good?"
Colleen Smith
43:48
I can't hear much from the audience speaking.
Rick West
43:52
Lisa yamagata-Lynch: “I have an allergic reaction to efficiency. I think we wedded to that concept because when our field was created, it was the language for becoming a social science."
Colleen Smith
44:02
Thank you Rick!
Sylvia Rogers
44:19
This goes back to what is efficiency? If we are getting away from content is king, then relationship building and being accessible and equitable is efficient too.
Rick West
44:23
“It's a sexy word that is hard to let go ... Dick and Carey wrote in ETRD that we never thought it was a teaching to become what it is (instructional design)"
Rick West
44:41
“I think we need to be more purposeful about what we hold onto when we don't even remember why, and is this the social contract we want."
Colleen Smith
47:39
efficiency = money in corporate world
Rick West
48:08
Elizabeth: “Efficiency is a means to an end, and that should be the philosophy statement instead of raising efficiency itself into a philosophy."
Rick West
49:15
Lisa: “And how many are you harming along the way?”
Rick West
49:33
Tony Pina: you can probably hear him, he's in the front row
Colleen Smith
49:41
Thank you, Rick! I can hear/see him
Rick West
52:07
Audience member I don't know: “I work for student services ... most of our students are failing and leaving school and going home because it's not designed for them. How can we approach why they are leaving?"
Rick West
52:47
“How can we as a faculty member contribute to them ... especially students with disabilities?"
Colleen Smith
52:50
+1 for student services! this is my dissertation topic. They are usually Designers-by-assignment with no academic training in ID
Rick West
52:55
“Is online learning designed for them?”
Rick West
55:05
We'll cut off in two minutes ... thank you everyone for attending online!
Colleen Smith
55:50
Thank you, Rick and everyone for a good online experience!
Rick West
56:00
Lisa Yamagata Lynch: The way we have typically done things ... we toook for granted the infrastructure
Lisa Giacumo
56:09
We have one more minte
Rick West
56:13
the access to food, family structure, etc. We did learner analysis, but we tried to generalize it
Lisa Giacumo
56:14
minute
Rick West
56:24
This infrastructure comment makes a lot of sense to me.