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A Melting Pot: Can it Work? Embracing Diversity in Online Learning
Introduction <ul><li>Students need to express acceptance of each other’s gender, ethnicity, sexual orientation, and spirit...
Readings <ul><li>Readings should cover a wide swath of human endeavor and reflect the diversity of the student body.  </li...
The Place of the Discussion Board
Appropriate Feedback and Assessment
Cultural and Racial Diversity Western and Non-Western Values
    Identity, Learning, and Exclusion in E- learning communities
  Diversity, identity, and belonging in e-learning communities.
Strategies for Integration in the Classroom
References <ul><li>Gunawardena, C. & Zittle, F. (1997) Social presence as a predictor of satisfaction within a computer-me...
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Sloan 2009 Presentation Rathi Krishnan Diversity

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Sloan 2009 Presentation Rathi Krishnan Diversity

  1. 1. A Melting Pot: Can it Work? Embracing Diversity in Online Learning
  2. 2. Introduction <ul><li>Students need to express acceptance of each other’s gender, ethnicity, sexual orientation, and spirituality/religion, and political orientation. </li></ul>
  3. 3. Readings <ul><li>Readings should cover a wide swath of human endeavor and reflect the diversity of the student body. </li></ul>
  4. 4. The Place of the Discussion Board
  5. 5. Appropriate Feedback and Assessment
  6. 6. Cultural and Racial Diversity Western and Non-Western Values
  7. 7. Identity, Learning, and Exclusion in E- learning communities
  8. 8. Diversity, identity, and belonging in e-learning communities.
  9. 9. Strategies for Integration in the Classroom
  10. 10. References <ul><li>Gunawardena, C. & Zittle, F. (1997) Social presence as a predictor of satisfaction within a computer-mediated conferencing environment, The American Journal of Distance Education, 11(3), 8_26 </li></ul><ul><li>  </li></ul><ul><li>Heemskerk, I., Brink, A., Volman, M. & Dam, G. (2005) Inclusiveness and ICT in education: </li></ul><ul><li>A focus on gender, ethnicity and social class, Journal of Computer Assisted Learning, 21, </li></ul><ul><li>1_16. </li></ul><ul><li>  </li></ul><ul><li>Herring, S. (1994) Gender differences in computer-mediated communications: bringing familiar </li></ul><ul><li>baggage to the new frontier. Available online at: http://www.mith2.umd.edu/WomensStudiesComputing/Articles_ResearchPapers/gender-differences communication (Retrieved from </li></ul><ul><li>Academic Search Premier on July 21 st . 2009) </li></ul><ul><li>  </li></ul><ul><li>Hughes, G. (2007) Exploring the availability of student scientist identities within curriculum </li></ul><ul><li>discourse: an anti-essentialist approach to gender inclusive science, Gender and Education, </li></ul><ul><li>13(3), 275_290. </li></ul><ul><li>  </li></ul><ul><li>Hughes, G. & Scott, C. (2005) No pain no game: use of an online game to explore issues of </li></ul><ul><li>Online identity and the implications for collaborative e-learning, E-Learning, 2(4), 388_401. </li></ul><ul><li>  </li></ul><ul><li>Wenger, E. (1998) Communities of practice: learning, meaning and identity (New York, </li></ul><ul><li>Cambridge University Press). </li></ul>

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