Justice, Equity, Diversity and Inclusion (JEDI)
For the eLearning Consortium of Colorado 2024, we sent out a call for sessions and workshops on justice, equity, diversity and inclusion and we are humbled by the amount of proposals we received. We hope to provide space for more than just a place at the table and instead ensure rightful presence. We would encourage everyone to consider participating in the sessions and design challenges below:
Wednesday April 3
9 am MT
More than English: Learning Design for Multilingual Learners
Diana Montealegre, Shari Sandoval, Kae Novak & Farah Bennani
As more higher education institutions in the United States look not only to be designated as Hispanic-Serving Institutions (HSI) but to serve their student population in languages other than English, learning designers who are native speakers or have fluency in languages other than English are utilizing their language and cultural competencies to design courses. This session will be a discussion of bilingual design, translanguaging and linguistic justice.
More than English: Learning Design for Multilingual Learners
Diana Montealegre, Shari Sandoval, Kae Novak & Farah Bennani
As more higher education institutions in the United States look not only to be designated as Hispanic-Serving Institutions (HSI) but to serve their student population in languages other than English, learning designers who are native speakers or have fluency in languages other than English are utilizing their language and cultural competencies to design courses. This session will be a discussion of bilingual design, translanguaging and linguistic justice.
11 am MT
Centering the Margins: Design Justice for equity and inclusion in Online Learning
Rubina Singh
Online learning experiences are often more inviting for marginalised learners than conventional in-person learning spaces. However, we often find that this invitation is not met with an intentional design to make learning more accessible for people who are otherwise excluded from in-person learning experiences due to accessibility, language, geographical, or socio-economic barriers. Design Justice offers a potential lens to intentionally design learning experiences in a way that is welcoming and accessible for people across cultures and contexts.
Centering the Margins: Design Justice for equity and inclusion in Online Learning
Rubina Singh
Online learning experiences are often more inviting for marginalised learners than conventional in-person learning spaces. However, we often find that this invitation is not met with an intentional design to make learning more accessible for people who are otherwise excluded from in-person learning experiences due to accessibility, language, geographical, or socio-economic barriers. Design Justice offers a potential lens to intentionally design learning experiences in a way that is welcoming and accessible for people across cultures and contexts.
2 pm MT
Classroom Culture: Generations in the Classroom
Josh Rockey
Advancements in technology have lowered barriers for entry into higher education for many traditionally underserved populations, making it possible for students of all ages and stages of life to pursue a degree and bringing people from all corners of the world into the same classroom. This has resulted in a significant increase in the generational diversity of students. This session will outline some of the differences in intergenerational culture and examine strategies for meeting these multigenerational needs as an institution and in individual classrooms.
Classroom Culture: Generations in the Classroom
Josh Rockey
Advancements in technology have lowered barriers for entry into higher education for many traditionally underserved populations, making it possible for students of all ages and stages of life to pursue a degree and bringing people from all corners of the world into the same classroom. This has resulted in a significant increase in the generational diversity of students. This session will outline some of the differences in intergenerational culture and examine strategies for meeting these multigenerational needs as an institution and in individual classrooms.
Thursday April 4
9 am MT
Keynote: Applied Frameworks: Integrating Social-Emotional Perspectives in Learning Experience Design
Dr. Hannah M Grossman
In this keynote presentation, Dr. Hannah M. Grossman, a learning scientist specializing in instructional design and trauma-informed practices, will guide attendees through the practical application of social-emotional perspectives in learning experience design. Focusing on three key frameworks – SAMHSA Trauma-Informed Approaches, the Integrative Trauma and Healing Framework, and the Radical Healing Framework – Dr. Grossman will illustrate how these frameworks inform the creation of experiential learning situations that are trauma-informed and healing-centered. Drawing from her expertise and real-world examples, she will discuss specific strategies for integrating these frameworks into educational practices
Keynote: Applied Frameworks: Integrating Social-Emotional Perspectives in Learning Experience Design
Dr. Hannah M Grossman
In this keynote presentation, Dr. Hannah M. Grossman, a learning scientist specializing in instructional design and trauma-informed practices, will guide attendees through the practical application of social-emotional perspectives in learning experience design. Focusing on three key frameworks – SAMHSA Trauma-Informed Approaches, the Integrative Trauma and Healing Framework, and the Radical Healing Framework – Dr. Grossman will illustrate how these frameworks inform the creation of experiential learning situations that are trauma-informed and healing-centered. Drawing from her expertise and real-world examples, she will discuss specific strategies for integrating these frameworks into educational practices
10 am MT
Continued Discussion of Language and Identity in Learning
Diana Montealegre & Kae Novak
In higher education contexts, instructional designers must work to intersect language and identity in helping shape learners’ experiences and foster inclusive learning environments. In this continued discussion-based session we look again at translanguaging, linguistic justice and linguistic imperialism.
Continued Discussion of Language and Identity in Learning
Diana Montealegre & Kae Novak
In higher education contexts, instructional designers must work to intersect language and identity in helping shape learners’ experiences and foster inclusive learning environments. In this continued discussion-based session we look again at translanguaging, linguistic justice and linguistic imperialism.
10 am MT
Inclusivity: Engaging All Your Students
Karen LaPlant and Zala Fashant
This session will provide two topics for learning. The first will focus on designing courses to provide the best learning for introverts, extraverts and ambiverts. This has been a very popular presentations at national conferences. Faculty and instructional designers will have time to analyze their courses for a breadth of learning for all. The second topic focuses on evaluative triangulation. This is an examination of learning activities and assessments to choose multiple means to assess outcomes to provide a broader and truer measurement of student achievement.
Inclusivity: Engaging All Your Students
Karen LaPlant and Zala Fashant
This session will provide two topics for learning. The first will focus on designing courses to provide the best learning for introverts, extraverts and ambiverts. This has been a very popular presentations at national conferences. Faculty and instructional designers will have time to analyze their courses for a breadth of learning for all. The second topic focuses on evaluative triangulation. This is an examination of learning activities and assessments to choose multiple means to assess outcomes to provide a broader and truer measurement of student achievement.
11 am MT
Design Challenge: Neurodiversity
Diana Montealegre, Bradley Grabham, Brandon Poulliot, Chris Luchs & Kae Novak
This a discussion and a design challenge. Often in learning design, neurodivergence is not considered in either typical course design, inclusive design or in accommodations. Panelists and participants will consider a design justice focus for online and F2F learning environments.
Design Challenge: Neurodiversity
Diana Montealegre, Bradley Grabham, Brandon Poulliot, Chris Luchs & Kae Novak
This a discussion and a design challenge. Often in learning design, neurodivergence is not considered in either typical course design, inclusive design or in accommodations. Panelists and participants will consider a design justice focus for online and F2F learning environments.
12 pm MT
Design Challenge: Respectfully Considering Homelessness
Erik Schrimer, Kae Novak, Elena Bacmeister, Leah Buchholtz & Charles Freitag
The panelists range from a project manager for homeless initiatives, educators and doctoral students researching reporting of student homelessness and a student who centered homelessness in a design thinking project. This design challenge will invite participants to see how to bring design justice and this issue into their courses.
Design Challenge: Respectfully Considering Homelessness
Erik Schrimer, Kae Novak, Elena Bacmeister, Leah Buchholtz & Charles Freitag
The panelists range from a project manager for homeless initiatives, educators and doctoral students researching reporting of student homelessness and a student who centered homelessness in a design thinking project. This design challenge will invite participants to see how to bring design justice and this issue into their courses.