Interest Group Work
This is written with deep sorrow and acknowledgement of the work that needs to be done to abolish racism, religious intolerance, sexism, heteronormativity, ableism, colonialism, and the prejudices and barriers that intersect at all people’s multiple identities. We do this in the aftermath of the systemic racism that caused the murder of George Floyd.
We’re opening up a statement to our university and college members and we hope you contribute to it, if you wish. This is a working document. We ask that you send it out to others who are involved in teaching and technology. At the bottom of the statement, there are additional areas to share whatever you want.
eLearning Consortium of Colorado Work in Progress
We acknowledge that this will always be a work in progress and a one-time statement is not enough.
Dear Practitioners, Educators, Scholars and Bricoleurs,
Educational technology is not neutral nor is instruction created in a post-racial colorblind space. We look beyond multiculturalism to include a critical whiteness lens to critique how educational technology and instructional design is taught and researched. Our goal is to account for dominant technology culture, colonialism and systemic racism and have more than a discussion of “white racial epiphanies” (Matias, 2016) to look at the role we could have as critical public interest technologists (Ford Foundation, 2018). Public interest technologists parallel the “lawyer for humanity” (Nussbaum, 1995, p. 195) in philosophy and political thought which seeks to “produce people of independent thought (Nussbaum, 1995, p. 197). We will take a parrhesia or fearless speech (Foucault, 2001) approach.
The purpose of this community and professional development is to support a collaboration of educators across organizations that wish to become involved in the creation and curation of innovative learning strategies, production of learning objects and professional development that is antiracist and antibias.
Link to document https://bit.ly/elccstatement
2022 focus areas:
Inclusive Pedagogy and Design
Response to systemic racism in our institutions
How JEDI is being communicated at colleges and universities
OER & Culturally Relevant/Responsive Pedagogy Online
Rapid Response to Social and Political Issues
Biases of Surveillance Technology
We’re opening up a statement to our university and college members and we hope you contribute to it, if you wish. This is a working document. We ask that you send it out to others who are involved in teaching and technology. At the bottom of the statement, there are additional areas to share whatever you want.
eLearning Consortium of Colorado Work in Progress
We acknowledge that this will always be a work in progress and a one-time statement is not enough.
Dear Practitioners, Educators, Scholars and Bricoleurs,
Educational technology is not neutral nor is instruction created in a post-racial colorblind space. We look beyond multiculturalism to include a critical whiteness lens to critique how educational technology and instructional design is taught and researched. Our goal is to account for dominant technology culture, colonialism and systemic racism and have more than a discussion of “white racial epiphanies” (Matias, 2016) to look at the role we could have as critical public interest technologists (Ford Foundation, 2018). Public interest technologists parallel the “lawyer for humanity” (Nussbaum, 1995, p. 195) in philosophy and political thought which seeks to “produce people of independent thought (Nussbaum, 1995, p. 197). We will take a parrhesia or fearless speech (Foucault, 2001) approach.
The purpose of this community and professional development is to support a collaboration of educators across organizations that wish to become involved in the creation and curation of innovative learning strategies, production of learning objects and professional development that is antiracist and antibias.
Link to document https://bit.ly/elccstatement
2022 focus areas:
Inclusive Pedagogy and Design
Response to systemic racism in our institutions
How JEDI is being communicated at colleges and universities
OER & Culturally Relevant/Responsive Pedagogy Online
Rapid Response to Social and Political Issues
Biases of Surveillance Technology
#ScholarStrike
In the United States on September 8 - 9, 2020 and in Canada on September 9 - 10, many scholars, grad students and administrators will be joining in a day of pausing classes, admin duties and doing teach-ins or focusing their classes on anti- racism and systemic racism.
CSU Long Beach for example has 2 days of events and resources https://www.csulb.edu/academic-technology-services/supporting-anti-racism Please feel free to share if your organization or you are participating or if it you material especially in our field on combating anti-black police violence, anti-racism, racial trauma and/or the intersectionality of multiple sources of identity.
#Scholarstrike website https://www.scholarstrike.com/
CSU Long Beach for example has 2 days of events and resources https://www.csulb.edu/academic-technology-services/supporting-anti-racism Please feel free to share if your organization or you are participating or if it you material especially in our field on combating anti-black police violence, anti-racism, racial trauma and/or the intersectionality of multiple sources of identity.
#Scholarstrike website https://www.scholarstrike.com/
eLearning Consortium of Colorado Conference 2020 sessions
Critical Issues in Education sessions at eLearning Consortium of Colorado Conference 2020
These sessions do explicitly address critical race theory (CRT).
These sessions do explicitly address critical race theory (CRT).
Algorithms of Oppression Poster - OER material for book clubs and courses
Discussion and Design: Culturally Relevant OER for Online Learning
Bridgitt Mitchell, CCCOnline,
Chris Luchs, CCCOnline,
Kae Novak, University of Colorado -Denver
This online session with a design lens focused on how Open Education Resource initiatives facilitate participant incorporation of cultural competence, critical consciousness, and data justice to change their online curriculum. These three areas represent an avenue where faculty, instructors, and instructional designers can contribute to strategic inclusion and diversity goals and improve access.
OER + Blockchain for Decentralization of Academic Publishing
Sherry Jones, Rocky Mountain College of Art and Design
OER is a progressive product that signals the decentralization of education and academic publishing, and thus supports educators' academic freedom to create innovative teaching materials.
Instead of using textbooks by traditional publishers, educators can author OERs that reflect their disciplinary training and teaching philosophy. This session will present a design future in which blockchain technology will enable educators to decentralize, author, track, and protect their copyright of OERs.
Technology, Dominant Culture & Social Justice
Helga Hizer, Colorado State University,
Albert Lionell, Colorado State University
Diana Montealegre, University of Colorado - Boulder
Kae Novak, University of Colorado - Denver
Technology is not neutral. This session will be a discussion of how technology interacts with both sides of dominant culture. We will explore how education technology and instructional design can address students’ multiple identities to include race, ethnicity, gender and country of origin. Resources from talk.
Keynote: The Prison to School Pipeline of EdTech
Shea Swauger, Auraria Library, University of Colorado - Denver
Predictive analytics, facial recognition, body scanners, metal detectors, isolation rooms, bullet proof windows and backpacks are all examples of carceral technology being sold as EdTech innovation. Education has an unfortunate history of implementing technology that originated in prisons and law enforcement and it’s continuing that trend with technology and data-driven systems today. We need to understand why this is happening, what’s at stake, and what we can do about it. Participants should come prepared to critically reflect on technology, education, and the criminal justice system.
Predictive analytics, facial recognition, body scanners, metal detectors, isolation rooms, bullet proof windows and backpacks are all examples of carceral technology being sold as EdTech innovation. Education has an unfortunate history of implementing technology that originated in prisons and law enforcement and it’s continuing that trend with technology and data-driven systems today. We need to understand why this is happening, what’s at stake, and what we can do about it. Participants should come prepared to critically reflect on technology, education, and the criminal justice system.
Trauma, Disruption and Care: Some thoughts about distance learning.
Remi Kalir, University of Colorado - Denver
Brent Wilson, University of Colorado - Denver
Kae Novak, University of Colorado - Denver
This was a facilitated discussion on how we as professionals should/could be dealing with equity, distance, care and leadership during the pandemic.
When Worlds Collide: Equity Considerations for Synchronous Learning in Global Online Programs
Jeff Renfrow, Colorado Christian University
Online programs that require synchronous meetings or field-based experiences (e.g. teacher prep., counseling, nursing, etc.) and serve students around the world do, or will experience complications associated with the addition of the fourth dimension of time. We're all aware of the challenges of scheduling synchronous experiences that consider multiple time zones. But, what do we do when our global students are living within socially-constructed calendars that can conflict with the North American-centric calendars we typically design our courses around? The presenter will share some examples of these challenges, as well as how his unit is working to resolve them. Participants will share their own challenges and solutions and we'll brainstorm to solve as-yet experienced challenges of navigating the four dimensions of global, synchronous online programming.
Open Education Week
In March, this interest group was involved in the global Open Education movement presenting: