The 2 articles that I read gave me much food for thought and as a result I shall try to incorporate a different theoretical lens /worldview in my design practice. Whilst I do have some flexibility in the design of the course and resources, I am restricted by some choices outside of my control.
Here are some of my initial thoughts:
Article 1 LaFever, M. (2016). Using the medicine wheel for curriculum design in intercultural communication: Rethinking learning outcomes. Promoting Intercultural Communication Competencies in Higher Education.
- Use the Medicine Wheel so that students consider their mental, physical, spiritual and emotional connection to their learning. This will help them make more personalized and informed choices pertaining to their career options
- More emphasis on ‘spirituality’ so that students select possible career paths that make them happy as opposed to being driven by outcome or ‘parental expectation’. Use spiral of inquiry.
- Honouring– increased opportunities for students to reflect on self-developments
- Oral presentation of their identity- video introductions with their ‘ethos’ or ‘branding statement’ introduced. Design more questions that lead students through a process of self-reflection. Include student led conferences and Capstone presentation as well as in-class activities.
- Building relationships– more opportunities for mentoring and experiences with the community (job shadows, volunteering etc)
- Talking circles– enables students to learn how to attend to classmate relationships- ‘Use Pomodoro Timer- use the 5 minutes to ‘talk’ in small groups).
- More choices and independent learning. Students feel empowered and make more informed choices.
- Creating spiritual outcomes for each lesson- vital to help engage the Medicine Wheel as a learning framework
Article 2: Dyjur, (2004) Inclusive Practices in Instructional Design
- Ensure that all resources are available digitally (including images) so that colour and font size can be modified- these can be attached to every lesson on Google Classroom as ‘view only’ and students can make a copy themselves if they want to edit.
- Oral information to contain captions and/or transcripts
- Include graphics and text in all presentations
- Increased engagement– flexible curriculum with some learner choice and control including different starting points
- Clear sequence of learning mapped out as a learning map and pinned to the top of Google Classroom and Giant Jenga in class.
- All information summarized and chunked
- Cognitive accessibility- consistency in layout of resources and Google Site used- use the same layout for all assignments and same language (assignment as opposed to assessment etc)
- Basic guidelines- video tutorials pinned to ‘Important Information’ section in Google Classroom
- Print out resources in black and white to check contrast ratio of colours
- Gender-inclusive– be more aware that the layout of the classroom (cannot change) and the ‘linear’ structure of the course is typically masculine. Include more group projects and collaborative exercises as well as open-ended assignments to appeal to girls.
- Cultural Differences– find out different students expectations/experience in learning environments (their lack of cultural capital). For International Students- socio-cultural adjustment, language issues (use google translate), Teaching and Learning -offer more choice of learning activities
- International students– more choice of learning activities- mastery learning, peer tutoring, independent study, field trips and guest speakers
- Lower socioeconomic students– adapt the current unit to reflect their life experiences and so they relate to it more (such as more emphasis on Dual Trades, Apprenticeships and ‘Gap’ Years before College). Use the spiral of inquiry to develop this exploration.
- Equitable Use- Increase use of Low Tech learning aids such as sticky notes and ‘snipping tool’/ More ‘thinking time’ or asynchronous communication- perhaps ask a question at the start of the lesson and students need to respond by the end of it.
- Flexibility in Use- doing not showing- students learn with computers and manipulate objects on screen themselves including modifying the resources to suit their needs and up to date descriptions for all of the Quick Links I have already provided.
- Perceptive Information– Information Summaries at the end of each lesson/ start of next for repetition and reinforcement.
Dyjur, P (2004) Inclusive Practices in Instructional Design. Retrieved September 5, 2019, from https://etad.usask.ca/802papers/dyjur/index.htm
LaFever, M. (2016). Using the medicine wheel for curriculum design in intercultural communication: Rethinking learning outcomes. Promoting Intercultural Communication Competencies in Higher Education. https://doi.org/10.4018/978-1-5225-1732-0.ch007 [link to https://www.lincdireproject.org/wp-content/uploads/2019/03/Using-the-Medicine-Wheel-for-Curriculum-Design-in-Intercultural-Communication.pdf]