Diversity is an important consideration for universities undergoing digitization. The document discusses how to design digital teaching and learning processes to be inclusive of all students, recognizing differences in backgrounds, skills, resources, knowledge and needs. It provides examples of challenges like ensuring non-discriminatory communication and teaching methods that accommodate different learning styles. The document offers recommendations for various university departments, such as developing inclusive curricula and digital formats, providing learning support, researching barriers to access, and creating experimental spaces to test innovative approaches to management and teaching with a focus on equal opportunities for all.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Presentation given by Dr Keith Smyth (@smythkrs) and Dr David Walker (@drdjwalker) as part of #fdol132 in 2013.
The presentation provided background on the Global Dimensions in Higher Education project http://globaldimensionsinhe.wordpress.com/ and examined some of the issues/challenges that confront institutions as they attempt to engage in open collaborative practices.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Presentation given by Dr Keith Smyth (@smythkrs) and Dr David Walker (@drdjwalker) as part of #fdol132 in 2013.
The presentation provided background on the Global Dimensions in Higher Education project http://globaldimensionsinhe.wordpress.com/ and examined some of the issues/challenges that confront institutions as they attempt to engage in open collaborative practices.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Diversity and Inclusion in University Acceptance: Promoting Access and Equityabdulshaikh5253
Greenfield International School students have been accepted into some of the world's most prestigious colleges and universities. Greenfield International School provides students with exceptionally rigorous instruction, the opportunity to take challenging classes in both English and Chinese, and the ability to receive acceptance into some of the world’s most prestigious colleges.
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
Strategies for building a campus community that includes disability as a issue of diversity. Vital to building an inclusive environment looking at the intersections of identity must be part of the conversations.
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
Towards an institutional framework to effectively support transitions to blen...Vicki Dale
Presentation by Vicki Dale, Josephine Adekola and Kerr Gardiner, University of Glasgow, to the ALT-C conference, University of Warwick, 6-8 September 2016
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
The Higher Ed Canvas: Connecting Challenges and ToolsChristina Sax
This slide deck provides a framework impacting the broad challenges facing higher education through the use of learning management system tools in the teaching and learning process.
Cross-Institutional Partnerships for City Scale Learning Ecologies - Digital ...Rafi Santo
Rob DiRenzo, Alex Molina, Sybil Madison-Boyd, Rafi Santo, Clare Bertrand
Expanded Learning Opportunities are reshaping when, where, and how student learning occurs. A well-designed and well-implemented ELO program can complement in-school learning and support academic growth by combining various ways for students to engage in learning. How do organizations, including schools, districts, and partners, build “expanded learning ecologies” for youth that support connected learning? The goal of this panel is to inform participants about building expanded learning ecologies to scale and across boundaries showcasing successes and challenges by presenting recent examples from Chicago, New York, and Providence, RI. To address the topic of scale, we will share examples of efforts that aim to reach many youth across many programs, beyond a single intervention or setting. To illustrate crossed boundaries, we will explain efforts to connect various nodes in a youths’ learning ecology (e.g., in-school, out-of-school, individual passion, etc.).
Chicago: The first Chicago Summer of Learning was a citywide mayoral initiative designed to expand learning opportunities for youth during the summer of 2013. More than 100 organizations took part in this effort to recognize learning in out-of-school spaces through digital badges. More than 200,000 youth participated in CSOL programs, and more than 100,000 badges were earned by youth of all ages. Chicago took a first, critical step in enacting core principles of connected learning and laying the foundation for a vibrant ecosystem of learning opportunities. As ELOs begin to signify experiences that link to content- and career-specific pathways, we expect to see even greater potential to transform youths’ lives.
New York: The NYC Department of Education’s Digital Ready program is designed to help participating NYC public high schools use technology and student-centered learning to improve their students’ readiness for college and careers. With Digital Ready’s explicit focus on student-centered learning, expanded learning opportunities play an important role in preparing students to explore, engage, and practice their interests. The Digital Ready and Hive Learning Network teams have worked to coordinate a collaborative effort between 10 innovative high schools and 13 groundbreaking Hive NYC organizations to provide students with a range of opportunities that blend in-school and out-of-school learning with experiences that are production-centered and creativity-focused.
Providence: Since its creation in 2004, the Providence After School Alliance has built two citywide expanded learning models in collaboration with the City of Providence, the Providence Public Schools and the local community: the AfterZone for middle school, and The Hub for high school. These models offer Providence youth a coordinated schedule of in-school, after-school summer learning programs for high school credit.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
Diversity and Inclusion in University Acceptance: Promoting Access and Equityabdulshaikh5253
Greenfield International School students have been accepted into some of the world's most prestigious colleges and universities. Greenfield International School provides students with exceptionally rigorous instruction, the opportunity to take challenging classes in both English and Chinese, and the ability to receive acceptance into some of the world’s most prestigious colleges.
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
Strategies for building a campus community that includes disability as a issue of diversity. Vital to building an inclusive environment looking at the intersections of identity must be part of the conversations.
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
Towards an institutional framework to effectively support transitions to blen...Vicki Dale
Presentation by Vicki Dale, Josephine Adekola and Kerr Gardiner, University of Glasgow, to the ALT-C conference, University of Warwick, 6-8 September 2016
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
The Higher Ed Canvas: Connecting Challenges and ToolsChristina Sax
This slide deck provides a framework impacting the broad challenges facing higher education through the use of learning management system tools in the teaching and learning process.
Cross-Institutional Partnerships for City Scale Learning Ecologies - Digital ...Rafi Santo
Rob DiRenzo, Alex Molina, Sybil Madison-Boyd, Rafi Santo, Clare Bertrand
Expanded Learning Opportunities are reshaping when, where, and how student learning occurs. A well-designed and well-implemented ELO program can complement in-school learning and support academic growth by combining various ways for students to engage in learning. How do organizations, including schools, districts, and partners, build “expanded learning ecologies” for youth that support connected learning? The goal of this panel is to inform participants about building expanded learning ecologies to scale and across boundaries showcasing successes and challenges by presenting recent examples from Chicago, New York, and Providence, RI. To address the topic of scale, we will share examples of efforts that aim to reach many youth across many programs, beyond a single intervention or setting. To illustrate crossed boundaries, we will explain efforts to connect various nodes in a youths’ learning ecology (e.g., in-school, out-of-school, individual passion, etc.).
Chicago: The first Chicago Summer of Learning was a citywide mayoral initiative designed to expand learning opportunities for youth during the summer of 2013. More than 100 organizations took part in this effort to recognize learning in out-of-school spaces through digital badges. More than 200,000 youth participated in CSOL programs, and more than 100,000 badges were earned by youth of all ages. Chicago took a first, critical step in enacting core principles of connected learning and laying the foundation for a vibrant ecosystem of learning opportunities. As ELOs begin to signify experiences that link to content- and career-specific pathways, we expect to see even greater potential to transform youths’ lives.
New York: The NYC Department of Education’s Digital Ready program is designed to help participating NYC public high schools use technology and student-centered learning to improve their students’ readiness for college and careers. With Digital Ready’s explicit focus on student-centered learning, expanded learning opportunities play an important role in preparing students to explore, engage, and practice their interests. The Digital Ready and Hive Learning Network teams have worked to coordinate a collaborative effort between 10 innovative high schools and 13 groundbreaking Hive NYC organizations to provide students with a range of opportunities that blend in-school and out-of-school learning with experiences that are production-centered and creativity-focused.
Providence: Since its creation in 2004, the Providence After School Alliance has built two citywide expanded learning models in collaboration with the City of Providence, the Providence Public Schools and the local community: the AfterZone for middle school, and The Hub for high school. These models offer Providence youth a coordinated schedule of in-school, after-school summer learning programs for high school credit.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
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2. Diversity is of entral importance
for universities going through the
process of digitization
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“We see reflection on gender and diversity as a task for everyone, as the
systematic perception and consideration of different life situations people
are in and the conditions they are faced with. Teaching in a way that
reflects gender and diversity means assuming that your student base
comprises a variety of differently positioned individuals with quite
different skill sets, resources, previous knowledge, experience, and
needs, rather than using some kind of ‘average student’ as your
working basis. This is not disconnected from experiences of
discrimination and privilege in social structures of inequality.
These structural inequalities and individual characteristics
need to be recognized and accounted for during teaching
design. It also means reflecting on and adapting one’s own
teaching content and methods to provide equal educational
opportunities for all.”
Network Gender and Diversity in Teaching
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4
Digital Gender Gap, a study
by the D21 initiative, carried
out by Kantar TNS, is licensed
under a Creative Commons
Attribution 4.0 International
license.
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4 Student Profiles
Explorers
Archivers
The Easily Inspired
Determined Learners
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Didactic action area Diversity-related challenges
(Self-)perception • Diversity dimensions and diversity competence in the university context
• The perception and importance of our diversity as teachers
• Our perception and handling of student diversity
Subject content • Inclusion of gender and diversity studies
• Consideration of various living situations
Communication &
interaction
• Promotion of non-discriminatory communication
• Development of non-discriminatory interaction and cooperation approaches
Teaching & learning
methods
• A student-centric approach that takes the diversity of students’ prior experiences,
motivations and learning styles into account
• Design of a diversity-friendly learning environment
Performance review • Equity-based review of student performance (preparation, implementation &
evaluation)
Framework conditions • Non-discriminatory access to courses/classes
• Drawing up of diversity-friendly framework conditions
http://divers.uni-koeln.de/Das_Self-Assessment-Tool.html
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“The higher education system is characterized by
the increasing diversity of students, teachers, and
also other staff. Over recent years, universities have
opened up significantly – in other words, diversity is
not some ‘new’ phenomenon that is merely
manifesting through the demographic characteristics
of their members (e.g., in terms of their age,
nationality, or educational background). University
members are thus characterized by their quite
different personal (cognitive) backgrounds, different
value systems, learning styles or motivations to study
that clearly impact their learning and study success
and (can) often be influenced and impacted through
socialization at university.”
Aichinger, Regina; Linde, Frank & Auferkorte-Michaelis, Nicole (2020). Editorial: Diversität an Hochschulen – Chancen und Herausforderungen auf dem Weg
zu exzellenten und inklusiven Hochschulen. In: Zeitschrift für Hochschulentwicklung, vol 15/no. 3, October 2020, p. 10
8. Diversity arises from
• Miscellaneous prior knowledge
• Cultural conditioning
• Linguistic competences
• Self-learning competences
• Temporal availability
• Self-assessment
• Other factors.
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How can we design learning
and working processes?
9. 9 24.05.2023 Inclusion and Digital Accessibility
Educational establishments need
• to be aware of the risk that digitization can produce or perpetuate inequalities;
• a perspective on digital learning and working process which emphasizes
inclusivity and equal opportunities;
• resources that empower all people to confidently participate in educational
processes and in the digital transformation of society;
• digital and networked teaching, learning and working concepts that
meaningfully combine digital and analogue formats;
• recognition of learning successes that go beyond existing degrees and
qualifications, both in society and in educational policy;
• alternative, modular educational formats and certifications which are firmly
established in the educational system;
• a learning culture that does not view mistakes as failures but rather as a
productive aspect of the learning and working process.
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University Management
• Agility and networking aspects are still not sufficiently
integrated into working practices in educational institutions.
Scope needs to be created for this.
• Promotion of employee creativity and innovation by those who
think in different ways and have new ideas. Diversity
management is change management.
• However, not so much in the sense of the introduction of new
technologies, rather by encouraging changes in attitudes.
How can we use technology to reach our education goals?
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Higher Education Development
• Continued development of curricula: a greater number of
interdisciplinary and application-oriented degree programs
• Development of various programs for career changers and
lateral entrants
• Focusing on barriers to higher education access
• As future disseminators of knowledge, all students must be
taught diversity competence and an awareness of the risks of
discrimination as a cornerstone of “digital literacy.”
• Qualification of teaching staff
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E-Learning
• Transparency in the structure of course formats to ensure that
various biographies are optimally catered for
• Various forms of access, e.g., synchronous/asynchronous
• Creation of optimum examination conditions for students that
take the growing diversity among examinees into account,
e.g., through ePortfolios, prototypes, badges
• Offer learning support
• A combination of blended learning designed to identify “the
right mix for each respective student”
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Research
• Research projects generate insights that flow back into
everyday school life and education policy
• This enables the development of media-didactic teaching
and learning scenarios
• Research on digital society
• Internal educational offerings based on research-based teaching
• Diverse composition of development teams working on digital tools and applications
brings greater benefits for diverse social groups and higher quality results
• Interdisciplinary composition: involvement of people with gender and diversity
competence in research at higher education establishments and in cooperations
• Participatory research: Involving people with disabilities in the research process as
"experts for their own lives"
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University Management
• Experimental spaces are needed for:
- Error culture
- Context-dependent development of measures
- Piloting innovative approaches must also include
testing at management level.
• Digitization strategies with clear aims and responsibilities
- Quality improvements in teaching
- Creation of profiles
• Networking teaching, administration, research, and management
• Development of university administration competencies in respect of
technical tools, but also a cultural change