If a change in your teaching would benefit only those already privileged, would you make it?
Attending a very engaging scholarship of teaching and learning (SoTL) session on flipped learning and the published research into it, I started thinking about how deeply we look at the the efficacy of a teaching innovation (an innovation for us at least, as flipping is not new and existed before it was called such). Though research may look into whether or not a change leads to improved outcomes for students, does that research also ask if this change serves the cause of equity, that is, does it seek to and succeed in serving those least well served, in this situation or more generally, or worse, does it only serve those already well served, leading to more inequity.
Obviously, some research does just that but is there not an argument for this to be done routinely?
For those undertaking and especially publishing educational research, using an equity lens is essential in making the education community aware of the true impact of an approach. Where research does not reveal this level of detail but the intervention appears to be potentially beneficial, it could be suggested that a more ethical approach would be to introduce it only where it can assured that it is done in a way that is equitable.
Could using student personae help?
Thinking about who your students are and creating descriptions of key student archetypes could help you focus on those you are designing a learning activity for and how they may perceive it. You can build your own personae based on your knowledge (best done with colleagues to who can then bring a greater range of lived experiences). Alternatively or additionally you could use the pre-made student personae made with the help of Edinburgh students (undergraduate and postgraduate).
Could taking a Universal Design approach help?
Using the Principles of Universal Design, we can think about ways flipped learning, or any intervention, could be made more equitable.
Principle 1: Equitable Use
- If the intervention means a change for students, and it’s likely that flipped learning is unfamiliar, all students need to be prepared. Without this, the change favours those with previous experience or those who find change less challenging.
- Flipped learning could be easier for those who are better at organising their time outside the classroom, since there will be greater responsibility on them to be prepared for teaching sessions. Therefore those with substantial responsibilities outside education, for instance, could be disadvantaged. All students will need the move to flipped learning to be scaffolded so they are supported to get the most from the experience.
Principle 2: Flexibility in Use
- Building in a degree of flexibility in how/when students can engage can go a long way to ensure students are included (without having to ask for adjustments); flipped learning demands that students are much more active in their learning so it’s vital that this is enabled.
- Offering different ways to ask for help can potentially increase the chance that students will do so which is to everyone’s advantage.
Principle 3: Simple and Intuitive Use
- Simplicity of design in an activity will support both students and staff. Providing a clear outline of what will happen and when can make an unfamiliar task seem less daunting.
- Flipped learning is unlikely to be what the student expects to experience (not ‘intuitive’) so it’s important to be clear to students why this is being used and how it is to their benefit.
- Instructions are best divided into steps with consistency in terms of terminology (a glossary may also really help).
Principle 4: Perceptible Information
- Having captions (and transcripts) for any video resources, and transcripts for all audio resources, makes them more useful for all students.
- Make sure documents are accessible and if PDFs must be used, make sure they are accessible to a screenreader (and if not, that the same information is available in another format).
- When sharing resources (documents, videos, link etc), make sure the name clearly indicates the content so it’s quicker and easier for students to find what they need (and they don’t need to ask you).
Principle 5: Tolerance for Error
- If flipped learning is new to your students, then they will need the opportunity to get involved that is at low risk to them (e.g. not for credit) and in a way that they can obtain feedback which helps them improve.
- Provide guidance within the scaffolding that can help them avoid know issues; getting positive experiences early will help them gain confidence to try more challenging tasks (with more risk) later.
Principle 6: Low Physical Effort
- Make sure the amount of effort required to gain information (searching for, reading etc.) to take part in the activity is no more than necessary; this leaves time and effort for the activity itself.
Principle 7: Size and Space for Approach and Use
- If sharing information online, make sure the layout is uncluttered and active links are well separated (remember that more students are accessing content via mobile devices)
So…
If a change in your teaching would benefit only those already privileged, would you make it?
