Christina Moore discusses inclusive practices through digital accessibility on episode 293 of the Teaching in Higher Ed podcast.

Quotes from the episode


We need to make sure that our classrooms are places that students can come as they are and be appreciated for the experiences and strengths that they bring.
-Christina Moore

Our web environments can be wonderful places of accessibility.
-Christina Moore


Resources Mentioned

 	Digital Accessibility for Faculty page
 	Digital Accessibility Quick Note for Faculty
 	Digital Accessibility Checklist
 	How We Do Things Differently Because of Digital Accessibility
 	Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage? By Judy Ableser and Christina Moore for EDUCAUSE
 	Rehabilitation Act
 	Often-consulted guidelines - WCAG 2.0 AA
 	Dan Arnold and Nick Bongers Present Workshops with Christina
 	Add Closed Captions or Subtitles in PowerPoint
 	Present Slides with Captions in Google Slides
 	The Productive Online and Offline Professor*

Inclusive Practices Through Digital Accessibility

Thank you for checking out the Teaching in Higher Ed podcast. This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our lives and be even more present for our students.

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How To

Adaira Landry and Resa Lewiss share how to develop your MicroSkills - small actions for big impact on episode 513 of the Teaching in Higher Ed podcast.

Quotes from the episode


I love that no is a complete sentence.
-Resa Lewiss

Taking intentional deliberate breaks makes you even more effective and efficient at work.
-Resa Lewiss

In academics, we are told to always say yes.
-Resa Lewiss


Resources

 	MicroSkills: Small Actions Big Impact, by Adaira Landry MD MEd and Resa E Lewiss MD*
 	“Small is good, small is all. (The large is a reflection of the small.)” in Emergent Strategy, by adrienne maree brown*
 	The Ultimate Guide to Time Blocking by The Sweet SetUp
 	How to Make a Good Virtual Introduction, by Joseph Crandall on LinkedIn

How to Develop MicroSkills –  Small Actions for Big Impact

Tolulope (Tolu) Noah describes how to create engaging microlecturees on episode 512 of the Teaching in Higher Ed podcast.

Quotes from the episode


Microlectures prompt students to do something with the information they're learning.
-Tolu Noah

I always find myself learning so much more about the power and potential of my devices through watching his videos than I would ever figure out just by tinkering around on the device on my own.
-Tolu Noah

Providing information in both audio and visual formats can just make it easier for students to process and retain information.
-Tolu Noah


Resources

 	Short and Sweet: The Educational Benefits of Microlectures
 	Jacob’s Quick Tips 
 	iPad Quick Lessons
 	The Bible Project: Videos
 	Amaury Guichon’s YouTube Channel
 	Commoncraft
 	Microlectures 101: What, Why, & How?
 	Enhancing Flipped Learning with Microlectures
 	Microlectures Planning Template
 	Evidence-Based Principles for How to Design Effective Instructional Videos
 	Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
 	Small Teaching Online, by Flower Darby
 	If You Can’t See the Small
 	Tiny Microphone
 	Flic Starter Kit
 	99 Tips for Creating Simple and Sustainable Educational Videos

How to Create Engaging Microlectures

David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast.

Quotes from the episode


Does this represent what I really care about?
-David Clark

Most of us are used to giving feedback in some way, but making it helpful is the tough part.
-David Clark

A reassessment always needs some reflective parts, some metacognition, because that's part of the feedback loop.
-David Clark

People aren't going to remember everything that they've learned in our classes for all time.
-David Clark

As soon as there's a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.
-David Clark


Resources

 	Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert
 	Episode 510: The Principles of Grading for Growth with Robert Talbert
 	Four pillars described in Grading for Growth, by David Clark and Robert Talbert

 	Clearly defined standards
 	Helpful feedback
 	Reassessment without penalty
 	Marks indicate progress


 	Test Yourself: Which Faces Were Made by AI
 	Grading for Growth Blog

Using Alternative Grading Practices to Foster Student Learning

Robert Talbert shares about the principles of grading for growth on episode 510 of the Teaching in Higher Ed podcast.

Quotes from the episode


In one shot, she can't get a B in the class. And I sat there and just watched her sense of self worth and her excitement in the class just decay away right before my eyes.
-Robert Talbert

When you look at grades as we often use them in a traditional setting, they are much of what we do is under the guise of object what we think is objectivity.
-Robert Talbert

The biggest thing that's broken about grades is that traditional grading is completely disconnected from the notion of a feedback loop.
-Robert Talbert

Give helpful feedback that doesn't humiliate the student, affirms their basic dignity as a human being, and highlights what went well. Helpful feedback also highlights what could use some work and invites students to collaborate with you to make it better.
-Robert Talbert

Reattempts without penalty, that's the closing of the feedback loop.
-Robert Talbert

Points used for grades are a judgment call that results in a label.
-Robert Talbert


Resources

 	Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert
 	Difficult Conversations: How to Discuss What Matters Most (Third Edition), Douglas Stone & Sheila Heen
 	Dignity: Its Essential Role in Resolving Conflict, by Donna Hicks
 	Leading with Dignity: How to Create a Culture That Brings Out the Best in People, by Donna Hicks
 	The Extended Mind: The Power of Thinking Outside the Brain, by Annie Murphy Paul
 	Robert Talbert’s Sabbatical in Industry with Steelcase
 	The 12-week plan for building courses, by Robert Talbert

The Principles of Grading for Growth

Kem Saichaie talks about how to teach in active learning spaces on episode 509 of the Teaching in Higher Ed podcast.

Quotes from the episode


Flexibility requires familiarity.
-Kem Saichaie

Oftentimes, at least at the research intensive level, we have this false comparison between STEM and non STEM types of teaching in classrooms.
-Kem Saichaie

At the heart of many active learning classroom design spaces is the concept of flexibility.
-Kem Saichaie


Resources

 	A Guide to Teaching in the Active Learning Classroom, by Baepler, Walker, Brooks, Saichaie, and Petersen
 	Students Put Teaching and Learning Complex to the Test, by Sudhiksha Shanbhag Kota
 	Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities, by Gin, Guerrero, Cooper, and Brownell
 	Various definitions to explore, when considering active learning spaces: pedagogical, physical, and psychological
 	Design Justice Network
 	Kem’s namedrop.io
 	Bonni’s name-coach
 	Sarah Silverman’s workshops

Inclusive Practices Through Digital Accessibility

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