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Inclusivity in the Digital Classroom


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What is inclusivity? How does vulnerability impact a faculty member's willingness to embrace inclusive learning environments? How may digital technologies make learning more inclusive?

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Inclusivity in the Digital Classroom

  1. 1. INCLUSIVITY in the digital classroom Michelle Pacansky-Brock @brocansky photo by Art-Ko CC-BY-NC-ND INCLUSIVITY
  2. 2.
  4. 4. © Graphics by Laurie Burruss, used with permission.
  5. 5. © Graphics by Laurie Burruss, used with permission. Reflect on your own educational experiences. 
 Where do most of them lie on this continuum?
  6. 6. © Graphics by Laurie Burruss, used with permission. Reflect on your own classes. 
 Where do most of them lie on this continuum?
  7. 7. CC-BY Kellinasf how does teaching in an inclusive environment make a professor feel?
  8. 8. “Vulnerability is uncertainty, risk, and emotional exposure. -Brené Brown
  9. 9. vulnerability Slides by Michelle Pacansky-Brock CC-BY-NC
  10. 10. VULNERABLE?" "What  value  is  there  in  being CC-BY
  11. 11. “Vulnerability is the core, the heart, the center of meaningful human experience. -Brené Brown
  12. 12. “ -Brené Brown The vulnerability paradox: It's the first thing I look for in you and the last thing I want you to see in me.
  13. 13. PHYSICIANS ➤Medical Education creates a blind spot that festers vulnerability avoidance and cultivates shame ➤education and work culture is filled with fear of disclosure ➤“I am struggling” is a sign of failure ➤suffer from high stress, burnout, addiction, and high rates of suicide Source: Dike Drummond
  17. 17. 17 College/University Faculty 2-year 4-year Both 1 14 2 Gender Institution Type Highest Degree Earned Doctorate Master's Other Terminal 1 4 12 Country 13 3 1
  18. 18. ?A VULNERABLE PROFESSOR IS _________.
  19. 19. n=17 A VULNERABLE PROFESSOR IS _________.
  20. 20. n=68 A VULNERABLE PROFESSOR IS _________.
  22. 22. Vulnerability Triggers for Faculty n=16
  23. 23. 1. CLASSROOM TRIGGERS Failure to be subject matter expert (5) Technology not working (4) Student criticism (4) Controversial topics (3) Trying new teaching methods (3) Sharing of personal information (2) Being perceived as a push over (1) n=17
  24. 24. “The first time I realized I didn't know anything about something a student asked. Now I use these moments to throw it open to the class to see what they know. It's surprising how much they do know about some things.
  25. 25. “First day ever in front of students. I went with it and let them know that this was new to me and that we would learn together.
  26. 26. “ Working with international students I was consistently told they [sic] power was out, they had no internet, a bomb went off, a grandmother died. I had to trust they were telling the truth even though people told me how frequently they lied. I felt conflicted-was I being taken advantage of? was I doing what was in their best interest? (in the real world you need to meet deadlines) in the end I felt I was doing what was in the best interest of my student by being caring.
  27. 27. “When thrown into an upper-level class with fairly unfamiliar content at the last minute with little time to prepare.
  28. 28. 2. INSTITUTIONAL TRIGGERS Poor student evaluations (2) Being non-tenure track (2) Being new to the organization (1) Accessibility compliance (1) n=17
  29. 29. “ Every class … I remember how much I depend on the students giving me high evaluations. Most of my decisions are influenced by that. I sacrifice quite a bit of what I think is superior for long-term learning in favor of not losing evaluation points.
  30. 30. “ Because I feel insecure in my employment status (year to year, non-tenure-track), I was nervous to finally go totally open with class blogs…. now I really am kicking myself: I wasted a lot of years when I could have been blogging in the open and it really is so much better!
  31. 31. 3. SELF TRIGGERS Identity shift (2) • change in career goal (FT to PT), research new discipline (medical to education) n=17
  32. 32. “Deciding to leave full-time teaching to pursue an alt-ac career. I now teaching [sic] part-time more or less for fun. I did do quite a bit of crying and soul-searching leading up to that, however.
  33. 33. ACTIONS FACULTY AVOID DUE TO VULNERABILITY ➤ Trying New Teaching Methods (5) • class discussions, flipped classroom, public blogs, new grading strategies ➤ Engaging in Controversial Topics (2) ➤ Using Non-Institutionally Supported Technology (1) ➤ Creating One’s Own Digital Identity (1) ➤ Sharing of Personal Information with Students (1) n=17
  34. 34. “When we start losing our tolerance for vulnerability, uncertainty, for risk- taking — we move away from the things we need and crave the most like joy and love and belonging, trust, empathy, creativity.” -Brené Brown Slides by Michelle Pacansky-Brock CC-BY-NC
  35. 35. VULNERABLE?" "What  value  is  there  in  being CC-BY
  36. 36. CHOICE CHALLENGE CONTROL COLLABORATION CONSTRUCTING MEANING CONSEQUENCES keys to inclusive learning environments (Wang & Han, 2001)
  37. 37. CC-BY-SA Kristina Alexanderson "[Lear3ing  out  loud]  helps  us  get  to  know  each  makes   us  more  sensitive  to  one  another's  opinions  and  thoughts.  …   We  are  more  likely  to  be  respectfAl  to  one  another."
  38. 38. Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting). very nervous not nervous n=109 How nervous were you when you left your first voice/video comment? 0 10 20 30 40 1 2 3 4 5
  39. 39. Now when you comment in voice/video, how nervous are you? Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting). very nervous not nervous n=109 0 10 20 30 40 1 2 3 4 5
  40. 40. CC-BY-NC-SA By Coofdy a  social-­‐emotional  speed  bump?
  41. 41. 0 12.5 25 37.5 50 Strongly Agree Agree Neutral Disagree Strongly Disagree 86% The voice activities contributed to making me feel like I was part of a group. n=82 56% 30% 13% 1%
  42. 42. “I feel that taking this class and having been required to push myself to leave voice comments has helped me learn that I am capable of overcoming my fears of embarrassment.” CC-BY
  43. 43. CC-BY JD Hancock “I found ... that I would ... unearth more thoughts and opinions as I spoke them out loud while looking at the content, as opposed to looking at the content, forming an opinion, then looking at my text as I wrote it.” How did speaking (vs. writing all your assignments) affect your learning?
  44. 44. CC-BY JD Hancock “I felt more motivated to produce a better quality assignment.” How did speaking (vs. writing all your assignments) affect your learning?
  45. 45. CC-BY-NC-SA Zanthia “I think speaking…engaged me more…It is easy for online students to feel a disconnect… Having to … speak and …directly engage a fellow student through voice makes you feel a part of an actual class.”
  46. 46. CC-BY-NC-SA Zanthia Having a teacher that is involved and is talking to you constantly, keeps the lines of communication open. Learning is easier because the teacher is approachable. You can actually see the passion for the subject in the teacher voice messages.
  47. 47. Photo by JasonSamfield CC-BY-NC-SA • Make students nervous (78%). • Reduce anxiety in students in just 3 weeks (from 78% to 12%). • Voice discussions improve the sense of being part of a group (91%). • Are preferred over text comments (66%). • Contribute to a perceived improvement in students’ communication skills (89%). • Increases retention of information (89%). • Improves students’ ability to reach learning objectives (95%). • Using voice discussions supports diverse learning needs. • Most online students (85%) do not speak in their classes. • Most online students (81%) want voice discussions to be used in more classes. Findings Asynchronous voice discussions in an online community college class: Pacansky-Brock, 2014. Most data collected in one class each semester for four semesters (Fall 2012-Sp 2014). n=59
  48. 48. “You know you are in a supportive culture when being open and transparent is not a risky thing to do. -Dike Drummond, MD
  49. 49. Michelle Pacansky-Brock