Abstract
The purpose of this chapter is to provide strategies to address implicit bias when developing an asynchronous online course. Addressing implicit bias is an essential element of UDL and trauma-informed ADDIE. There are opportunities to address implicit bias throughout the pre-planning, planning, writing, and development phases. It is important that team members collaborate and remain learner-centered during the course development process. Implementing UDL is the responsibility of everyone who is a part of the course development process.
TopUniversal Design For Learning
Implementing UDL principles throughout the course development process can help address implicit bias concerns. Online courses can be both inclusive and equitable by considering the access, build, and internalization of learning material. Often, these terms are used interchangeably. However, the definitions differ. Inclusive means including all parties or groups involved rather than excluding them. Equitable means that each group is presented fairly and impartially.
UDL is designed to remove barriers to learning by thinking about the learner and their environment. Removing the obstacles helps learners find multiple ways to engage and interact with the material. This approach feels more personalized and learner-centered, empowering the learner. Implementing UDL is the responsibility of everyone who is a part of the course development process.
This chapter is structured to view the course through the lens of a course life cycle, overlapping with the ADDIE model. This chapter identifies how principles of UDL can be used to create inclusive and equitable courses for all learners. However, remember that there are often overlapping stages, functions, and roles during the course development process. Additionally, one person may take on multiple roles in the process. Skills and techniques may be discussed in specific phases that apply to other phases.
Key Terms in this Chapter
Trauma-Informed Design: Designing through the lens of reducing trauma by reducing known adverse stimuli and stresses.
Learner Autonomy: The ability of the person to take control of their own learning.
Equitable: Each group is presented fair and impartially.
Inclusive: Including all parties or groups involved in something rather than excluding.
Transparency in Learning and Teaching (TILT): A framework that focuses on the importance of making the how and why the learners are engaging with the course content.
Web Content Accessibility Guidelines (WCAG): Guidelines published by the Web Accessibility Initiative of the World Wide Web Consortium to ensure the web and content therein is more accessible for users.
Scaffolding: Structuring learning elements so each builds on prior comprehension.
Implicit Bias: A form of bias that occurs automatically, unconsciously, and unintentionally.
Positionality Statement: A statement that clearly shows how the author’s identity relates to the research topic and participants and how these identities are represented.
Universal Truth: A truth logically valid in and beyond all times and places.
Color Psychology: Utilizing color to direct attention, increase memorization, and connect emotional responses to content.