Asked and Answered?: Rethinking Class Questions...and Other Examples of Asynchronous Instructional Design as Social Justice in a (Post-) Covid World
Monday, October 26, 2020
Inclusive practices mean recognizing our own positionality, power, and paradigms in all aspects of our teaching. We don’t just teach content; we model civic responsibility, equity and inclusion, and thinking about how technology impacts society, human interactions, and social justice. Within this, I focus on the topic of questions--those we ask students, those students ask us, are scared to ask, or might be excluded from asking each other--and how to make the act of asking and the dissemination of information equitable and inclusive for students and less time-consuming for instructors with overflowing inboxes. I treat content or course-related questions that come up in any class while also looking at how discussions, especially in more advanced classes can be made more inclusive of a diversity of student perspectives through deliberate design. While I propose strategies meant to meet the “remote” moment, I also suggest pedagogical affordances that compliment any modality.
About the Discussant:
Jennifer Gipson, Ph.D., Assistant Professor of French and Folklore affiliate, Department of French and Italian, University of Wisconsin-Madison.