Campus Technological know-how Insider
Reimagining Courseware from an Fairness-First Viewpoint
The Campus Technological know-how Insider podcast explores recent trends and troubles impacting engineering leaders in bigger schooling. Listen in as Editor in Chief Rhea Kelly chats with ed tech industry experts and practitioners about their perform, tips and experiences.
Previously this yr, Lumen Mastering declared a partnership with Howard College to help build fairness-centered finding out methods for a new studies training course and platform. The intention: to create extra powerful and culturally related courseware for minority and lower-cash flow learners and make improvements to results in gateway classes. Howard college and pupils are furnishing suggestions through the courseware development course of action, these as how distinct courseware characteristics could possibly be utilised and greatest methods for supporting college in their courseware implementation. For this episode of the podcast, we spoke with Dr. Morris Thomas, assistant provost for digital and on line discovering and director of the Heart for Excellence in Training, Discovering & Assessment at Howard, and Kim Thanos, founder and CEO of Lumen Understanding, about acquiring courseware with an equity-very first viewpoint, giving learners a number of pathways to achievement, constructing in assistance for college, and far more.
Period: 38 minutes
Methods to Pay attention
About the creator: Rhea Kelly is editor in chief for Campus Engineering. She can be arrived at at [email protected].
Resource website link The educational landscape has continued to evolve over the past year in response to the global pandemic. Nowhere is this more evident than in the implementation of educational courseware. Campus officials are increasingly looking to reimagine their courseware practices from an equity-first perspective in order to accommodate a wider range of learners and ensure an inclusive and equitable learning environment.
One way that campuses are doing this is by incorporating more personalized learning experiences into courseware that accounts for students’ unique learning needs, backgrounds and experiences. Schools are increasingly utilizing technologies such as artificial intelligence to make courseware more interactive, engaging and personalized for each student. This helps to ensure that all students—regardless of demographic, ability or background—have an equitable opportunity for success in an online course.
Schools are also using educational courseware to provide emotional support for students by allowing educators to be more present in an online learning space. This can include providing virtual office hours, hosting discussion boards and offering feedback on student work. These tools enable educators to create a more supportive and engaging learning environment that can ensure students of all backgrounds feel supported and respected.
In addition, schools are investing in the latest technology when making decisions about the educational courseware they offer. This includes providing students and educators with the right hardware and software components to ensure a successful learning experience. This helps to ensure that all students have access to the same level of educational materials and technology in order to succeed.
Finally, school administrators are looking to ensure that any courseware they employ is as inclusive as possible. This includes making accommodations for students with disabilities, as well as accounting for cultural and language differences. In addition, schools are making sure that their courseware is catered to the diverse array of learners on campus.
In conclusion, schools are rapidly adapting their courseware practices to ensure a more equitable and inclusive learning environment for all students. By incorporating advanced technologies and ensuring access to adequate supporting materials and technology, as well as accounting for language and cultural differences, campuses are reimagining their courseware from an equity-first perspective.