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Addressing Implicit Bias in Asynchronous Courses Through the Lens of UDL

Addressing Implicit Bias in Asynchronous Courses Through the Lens of UDL

Kimberly Lynn Workman, Lauren L. Quick-Graham
Copyright: © 2024 |Pages: 25
ISBN13: 9798369312698|ISBN13 Softcover: 9798369348222|EISBN13: 9798369312704
DOI: 10.4018/979-8-3693-1269-8.ch008
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MLA

Workman, Kimberly Lynn, and Lauren L. Quick-Graham. "Addressing Implicit Bias in Asynchronous Courses Through the Lens of UDL." Unlocking Learning Potential With Universal Design in Online Learning Environments, edited by Michelle Bartlett and Suzanne M. Ehrlich, IGI Global, 2024, pp. 146-170. https://doi.org/10.4018/979-8-3693-1269-8.ch008

APA

Workman, K. L. & Quick-Graham, L. L. (2024). Addressing Implicit Bias in Asynchronous Courses Through the Lens of UDL. In M. Bartlett & S. Ehrlich (Eds.), Unlocking Learning Potential With Universal Design in Online Learning Environments (pp. 146-170). IGI Global. https://doi.org/10.4018/979-8-3693-1269-8.ch008

Chicago

Workman, Kimberly Lynn, and Lauren L. Quick-Graham. "Addressing Implicit Bias in Asynchronous Courses Through the Lens of UDL." In Unlocking Learning Potential With Universal Design in Online Learning Environments, edited by Michelle Bartlett and Suzanne M. Ehrlich, 146-170. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-1269-8.ch008

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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.

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