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No Sweat Alt Text
What is “alt text”? Alt text is descriptive text linked to an image, graph, or other visual content that allows users to understand the visual without viewing it. Any image online should contain alt text, but guidelines differ depending on whether the image is simply decorative or related to other content on the page.
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).
Enhancing Quantitative Courses With Varied Learning Approaches
Employing a variety of modes of instruction and assessment, as recommended by Universal Design for Learning (UDL) principles, can enhance the learning experience for students in quantitative courses. Diverse elements such as visual aids, interactive features, and real-world applications can complement, extend, or replace traditional lectures and exams. Since classes consist of students with varying learning preferences and strategies, using multiple modes of representation in a course promotes deeper understanding, engagement, and skill development. This piece details design elements that can be particularly impactful in quantitative courses.
Inclusive Communication Practices
In asynchronous, hybrid, and multimodal learning environments, strong communication practices greatly aid student engagement and satisfaction (Martin & Bolliger, 2018). Faculty may develop an exceptional course in terms of goals, content, and design, but without proper communication and feedback, the course experience will be significantly diminished.
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.
Diversity and Inclusion in Online Education
Education should be diverse and inclusive regarding the composition of the student population, the selection of course materials, the methods of engagement, and the opportunities for assessment. However, it is important to avoid using the terms "diversity" and "inclusion" interchangeably, as they possess distinct meanings that should be preserved. Given their fundamental roles in course design and facilitation, this piece highlights the difference between diversity and inclusion in a general sense before applying these concepts specifically to online learning.
Representation Matters: Guest Speakers to Support DEIB
Guest speakers can support diversity, equity, inclusion, and belonging (DEIB) initiatives while promoting students’ academic and professional growth across disciplines. When designing courses, identify ways to integrate speakers into the curriculum, tap established networks, and ensure that any readings and assignments align with these efforts.
Two-Stage Extensions: When a Canvas Quiz Has Limited Attempts and an Availability Date
When a Canvas quiz has a limited number of attempts and an availability date, there are two sets of actions instructors usually need to take to provide a student with an additional attempt or extension on the quiz. First, the instructor will need to add a new quiz attempt for the student. Second, if the availability date has passed or is about to pass, they will need to extend the availability of the quiz. This short guide will walk you through both stages of the process.
Project Based Learning
Project Based Learning is learning that is organized around a project (Bell, 2010). It is a student-centered approach to learning, where students choose their topic of study and design an integrative project around the topic (Bell, 2010; Astawa, Artini, Nitiasih, 2017). This form of study promotes self-efficacy in the learning environment. Such self-efficacy enables students to perform more difficult tasks and develop confidence in their abilities (Shin, 2018). These abilities generally help students to transfer their skills to the real world.