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Access for Equity: Designing a Mobile-First Calculus Course
Access for Equity: Designing a Mobile-First Calculus Course
Conference Presentation
Alex Rockey, PhD, Instructional Technology Instructor, Bakersfield College
Samantha Eastman, Instructional Design Consultant, University of California, Riverside
Fabiola Torres, Professor, Glendale Community College
This interactive presentation at the Online Teaching Conference in June 2022 guided participants through a reflection of how mobile first design principles can be applied to any course. In addition, initial findings from student and faculty experiences during the pilot of the mobile first Calculus course guided participants in creating a crowd-sourced toolkit with important takeaways for mobile design practices.
Hacking Canvas: Assessing
and Grading
for Equity
Hacking Canvas: Assessing
and Grading
for Equity
Conference Presentation
Alex Rockey, Instructional Technology Instructor, Bakersfield College
Rob Rubalcaba, PhD, Math Professor, San Diego City College
Fabiola Torres, Professor, Glendale Community College
Matt Andrasian-Jones, Instructional Technology Instructor, Bakersfield College
Michelle Pacansky-Brock, Faculty Mentor, Online Teaching and Learning
This pre-conference workshop at the Online Teaching Conference in June 2022 guided participants in hacking the gradebook. Participants explored how leverage Mastery Pathways to allow students voice and choice in their assessment journey, and how culturally responsive assessment ideas can harness the opportunities of mobile devices.
Reducing Access Barriers: Exploring Student Mobile Device Use Across Higher Education Institutions
Reducing Access Barriers: Exploring Student Mobile Device Use Across Higher Education Institutions
Alex Rockey, PhD, Instructional Technology Instructor, Bakersfield College
Jenae Cohn, PhD, Executive Director Center for Teaching and Learning, UC Berkeley
Samantha Eastman, Instructional Design Consultant, University of California, Riverside
This study explores student perceptions of using mobile devices for learning in focus groups with students from a California community college, a California State University, and a University of California. Findings suggest that students often rely on their mobile devices as both an emergency bridge and to make progress on coursework in the in-between moments of their day. However, students also note frustration with using mobile devices due to limitations of small screens and challenges with accessing course content or completing assignments.
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