Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.
Universal Design for Learning (UDL) is a framework that guides the design of courses and learning environments to appeal to the largest number of learners. It emphasizes flexibility in how instructional material is presented, how students demonstrate their knowledge and skills, and in how they are engaged in learning.
The principles of multiple means of engagement, representation, and action and expression offer instructors an instructional design model to strive for equitable access for all students by offering options, flexibility, and sets goals to accommodate diverse learners regardless of the discipline. In addition, UDL prompts instructors to consider how they might improve their own teaching practice by considering diversity in the classroom, student voice and agency.
Does the everyday learning environment provide a range of supports to cater for student variability?
Universal Supports are those that exist in the learning environment, which the teacher does not have to think about or plan for daily. Thus, saving teachers time and energy.
They typically support Finance Assignment Help which are common to several learning activities. Universal Supports include the physical, emotional, and learning environment in the classroom as well as well-established systems and protocols that are so embedded they are simply ‘the way we do things around here’.
A well-designed syllabus is an essential tool for effectively managing a course. It gives students a clear understanding of your expectations and a road map for how the course will be conducted. When done right, a syllabus can prevent a lot of misunderstandings as the semester progresses.
This is a good reminder of what should be in a syllabus. At best these provide the instructor with protection from accusations from students of "I didn't know," plus they force us to organize the class and layout its objectives for ourselves and our students.
Digital Education has now run 21 of our popular rapid learning design workshops. ABC uses an effective and engaging paper card-based method in a 90 minute hands-on workshop. It is based on research from the JISC and UCL IoE and over the last year has helped 70 module and course teams design and sequence engaging learning activities. It has proved particularly useful for new programmes or those changing to an online or more blended format.
To find out if ABC is for you this short video captured one of our workshops earlier this year.
Useful teaching tools and resources for faculty to integrate information literacy into course work.
Provides resources to help integrate information literacy as a learning goal into your course syllabiThe Rubric Tab lists the five competency standards developed by the Association of College and Research Libraries. Each of the competencies tabs listed above links to relevant lessons, videos, pod casts, interactive tutorials, exercises, quizzes, handouts and assessment tools.The Information Literacy Rubric used by Adelphi's General Education Committee is based on the Information Value Rubric of the Assocition of American Colleges & Universities (AAC&U)
The process of curriculum design 1 combines educational design with many other areas including: information management, market research, marketing, quality enhancement, quality assurance and programme and course approval.
The curriculum must evolve to meet the changing needs of students and employers. It must change to reflect new needs, new audiences and new approaches to learning.
Considered use of technology as part of the curriculum design process can help you to . . .
Everyone is talking about a digital curriculum free of those hard copy textbooks that have been a part of schooling since the advent of the one room schoolhouse. In this series I will investigate ...
Today I delivered a workshop Media and Information Literacy: creative and critical engagement across the curriculum and beyond university life at the Research-Based Education conference at the University of Adelaide, Australia, together with Bill Johnston. These are the slides.
This was the abstract: The aims of this workshop are: to unpack UNESCO’s “composite concept” of Media and Information Literacy (MIL) and its relationship to research-based learning (RBL), and to stimulate participants to reflect on how MIL could enhance learning for citizenship.
The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. METHODS: This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. RESULTS: One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). CONCLUSION: More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum.
This Media and Information Literacy Curriculum for Teachers is an important resource for Member States in their continuing work towards achieving the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) – all related to MIL.
It is pioneering for two reasons. First, it is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one platform – thereby, for the first time, presenting MIL in a holistic manner. Second, it is specifically designed with teachers in mind and for integration into the formal teacher education system, thus launching a catalytic process which should reach and build capacities of millions of young people.
Teaching with Moodle: An Introduction. This is a four week, self paced and collaborative course up to 3 hours a week, ideal for teachers to master the basics...
This is the Education and Training Foundation’s resources portal and provides online access to an unrivalled breadth of resources for everyone working in the wider learning and skills sector.
The five resources of critical digital literacy: a framework for curriculum integration.
This article sets out a framework for a critical digital literacy curriculum derived from the four resources, or reader roles, model of critical literacy developed by Luke and Freebody (1990). We suggest that specific problematics in academic engagement with and curriculum development for digital literacy have occurred through an overly technocratic and acritical framing and that this situation calls for a critical perspective, drawing on theories and pedagogies from critical literacy and media education. The article explores the consonance and dissonance between the forms, scope and requirements of traditional print/media and the current digital environment, emphasising the knowledge and operational dimensions that inform literacy in digital contexts. It offers a re-interpretation of the four resources framed as critical digital literacy (Decoding, Meaning Making, Using and Analysing) and elaborates the model further with a fifth resource (Persona). The article concludes by identifying implications for institutional practice.
This handbook is aimed at educational practitioners and school leaders in both primary and secondary schools who are interested in creative and critical uses of technology in the classroom.
The Jisc Institutional Approaches to Curriculum Design programme set out to develop innovative technology-supported approaches to curriculum design, approval and review. The programme was perhaps unique in providing four-years of funding, and this duration presented some challenges in planning for evaluation. In addition, the focus on technology-supported curriculum design was not well documented in the literature, again a challenge when planning evaluation activity. Nonetheless, Jisc made clear that project teams should undertake in-depth baseline and ongoing evaluation activity, although the actual process or methodology for doing so was up to project teams to decide. Indeed, the projects went on to use a wide range of approaches. This page provides an overview of the ‘philosophy’ or approach to evaluation that different projects applied.
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