Nowadays, learning, ideas & information’ sharing is dependent on technology hence it is high time to get familiar with Equity and Technology.

The Minnesota State Network for Educational Development (NED) Equity and Technology short course was designed to get participants familiar with equity while providing learning through technology. As per the course, equity and technology was defined as, “equitable access to learning technology & information irrespective of learners’ socio-economic status, age, ethnicity, physical ability, or any other quality” (Hill, 2022, slide 3). The course was about the creation of a learning environment in which every learner had equitable access to all technologies which were in use throughout the learning process.

To implement equity and technology, it was recommended to apply Universal Design for Learning (UDL) principles in connection with Culturally Responsive Teaching (CRT). With UDL, the learning process is designed to accommodate all learners’ needs and abilities. It is a framework based on three guiding principles: Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action & Expression within learning. While CRT refers to the style of teaching and learning that facilitates the equitable achievement for all students / learners through recognition of the fact that culture is a powerful force in shaping how students see themselves and the world around them.

Seven Tips to Design Learning with Equity and Technology in Mind

The following seven tips were described in the course as ways to incorporate UDL and CRT frameworks in course design to support equitable learning outcomes.

1. Start Small: Pick one instructional problem, one learning experience, and one assessment to begin.
2. Keep It Manageable: Implement a small change and build on it over time.
3. Focus on Learning Goals: Provide clear explanations for the assignment’s learning goals.
4. Connect to UDL and CRT: Brainstorm ways to apply UDL principles in connection with CRT in order to enhance equitable learning outcomes.
5. Select Technology Last: First, decide on the multiple means of engagement, representation, or action & expression, then select the technology that can support that means. Make sure that the technology and content chosen support access and accessibility.
6. Let Students Lead: Make learning more interactive and engaging by involving students in the learning process. Also, consider improving learning experiences, then make sure students’ inputs are implemented to drive changes to the learning process.
7. Build Community: Connect with other faculty on-campus who are engaging in UDL with CRT, and equity to share ideas.

Recommendations

The following recommendations are based on my self-reflection of the Equity and Technology (Fall 2022) course materials and my personal experiences working on several MBA online course design projects.

1. Provide D2L Student Orientation: Provide guidance, support, and training to students on how to use the technology linked to their learning. This support should also include how to engage in productive online discussions, and how to locate and upload assignments in D2L.
2. Establish Instructor Presence: Create course-specific instructional videos with transcripts to clarify the learning expectations for students. Instructional videos will also provide details about how multiple modes of communication could be used throughout the course and how students should prepare for it. Videos should not be too long in duration, with a recommended length of 5-10 minutes.
3. Add an Optional “All Class Meetings” to the Schedule: Introduce and implement synchronous sessions through the use of the break-out room feature as it will encourage communication between students and incorporate multiple means of representation.
4. Ask for Student Feedback Often: Incorporate student feedback loops (throughout the course) for learning quality improvement. Through the incorporation of feedback loops during the course, faculty and the institute will be in a better position to assess the feedback in real-time and improve the learning outcomes for existing and upcoming students.

When you add accessibility and diversity to the design of your course, you can make learning that can be accessed by different types of students.  These are the guiding principles that are identified by Universal Design for Learning and Culturally Responsive Learning.  If you are interested in learning more about either of these frameworks, please reach out to the SCSU Online and Distance Learning team.  We can be reach via email or through Bookings.

References:

Abegglen, S., Aparicio-Ting, F. E., Arcellana-Panlilio, M., Behjat, L., Brown, B., Clancy, T. L., DesJardine, P., Din, C., Dyjur, P., Ferreira, C., Hughson, E. A., Kassan, A., Klinke, C., Kurz, E., Neuhaus, F., Pletnyova, G., Paul, R. M., Peschl, H., Peschl, R., & Squance, R. T. T. (2021). Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education (M. Arcellana-Panlilio and P. Dyjur, Eds.). Calgary, AB: Taylor Institute for Teaching and Learning Guide Series.

Bass, G., & Lawrence-Riddell, M. (2020, January 20). Culturally responsive teaching and UDL. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/culturally-responsive-teaching-and-udl/

Hill, T. (2022, November 13). Equity and Technology [Online course]. MnSite. https://mnsite.learn.minnstate.edu/d2l/home/6046808

Novak, K. (2022, October 12). If equity is a priority, UDL is a must. Cult of Pedagogy. https://www.cultofpedagogy.com/udl-equity/

Pixaby. (2016). Library high angle photo [Photograph]. Pexels. https://www.pexels.com/photo/library-high-angle-photro-159775/

 

Shagufta Naeem is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is an ACCA Member with a bachelor’s degree in Applied Accounting, a CFA Charter-holder and is pursuing an MBA from SCSU. She has 8 years of work experience specific to Corporate Credit, Audit, Risk Assurance, Internal Controls, and Financial Management.