Class culture and norms can be challenging to create in online settings where individuals do not interact face-to-face and possibly not even in real-time. Yet, these items need to be carefully planned for to engender an inclusive learning environment. Creating an inclusive syllabus is one of the tools available to you to set the tone for the class and expectations for the class community. As well, distance learners may be less aware of the resources available to them as they are not physically on campus to visit offices and other services. Including these details in the syllabus ensures learners have immediate access to this information.
Tips and Suggestions
Include inclusive syllabi statements for items such as:
a statement on what diversity, equity, and inclusion mean to you and how you specifically foster, embody, and promote these aspects in your teaching
a process for sharing pronouns and preferred names
land acknowledgements
how in your teaching you support neurodivergent learners
Share with learners the support services available at a distance such as:
writing centers
mental health resources
disability support services
English language services
free software downloads
educational webinars
Consider inviting people from offices on your campus (library, financial aid, disability services, tutoring services, etc.) to prepare videos or documents about what they provide and how they work with online learners.
Share a list of the roles and responsibilities of learners and the roles and responsibilities of the instructor.
Conduct a review of your course syllabus to become aware of language and policies to promote equity minded practices. For example, use first person language (“you” rather than “student”), write to the learner rather than the university, validate learner ability to succeed, etc.
Consider using a liquid syllabus (see Resources below) to increase engagement, build community, better meet the needs of your learners, and provide socio-emotional support.
Resources
Accessible Syllabus - Tulane University
Syllabus Review Guide - University of Southern California, Center for Urban Education
How to Make Your Solid Syllabus Liquid - Carnegie Math Pathways
Alternative Syllabus Formats That Promote Equity - Every Learner Everywhere
It is important that learners see themselves, their backgrounds, and their experiences in the materials being used in a class to help them connect to what they are learning. As well, providing a diversity of voices in class materials helps to ensure that a single culture or worldview is not dominating. While this is important in all learning settings, it is imperative online where learners are often representing a wide variety of cultural, racial, geographic, and other backgrounds.
Tips and Suggestions
Include course readings and other resources from people of various genders, cultures, ethnicities, etc. This may include inviting virtua guest speakers to class.
When possible, include a photo of the person(s) who authored a resource.
Ask learners to share resources with the class on particular topics. In doing this, encourage them to look for resources that reflect their backgrounds and identities and/or ones that differ from them. These resources should not reflect a deficit in the voices represented nor set the expectation that students need to speak for a particular group. Rather, they should be used to increase the variation in ways of knowing and seeing the world.
Resources
Interculturalizing the Curriculum - Kwantlen Polytechnic University Intercultural Teaching Program
All materials in online learning settings are shared virtually, including readings, videos, synchronous meetings, documents, websites, and the learning management system itself. It is crucial that all learners are able to access and utilize course materials regardless of any limitations or learning challenges they may have.
Tips and Suggestions
Many programs have built-in accessibility checkers (Word, Powerpoint, many learning management systems, etc.). Ensure that you run materials through the checkers and use their suggestions to revise materials to be accessible. You don’t need to be an accessibility expert to effectively use these checkers.
Ensure that technology and tools used are accessible. For example, use presentation platforms allow for closed captions and are accessible for screen readers.
Many institutions have instructional designers and accessibility experts available who can help you design or redesign aspects of your online course to be accessible.
If you are new to accessibility, chose an item or two to revise for each class you teach. In doing so, soon you will find that creating and using accessible materials becomes automatic and simple. Some examples of items to start with:
Add captions to videos (use a video capture system that creates relatively accurate automatic captions so you only need to go back and correct errors).
Add alt-text to all images.
Run presentations and other visuals through a color contrast checker.
Use descriptive wording for hyperlinks.
Use headings and paragraph style features.
Resources
Accessibility Toolkit - Iowa State University Center for Excellence in Learning and Teaching
What, Why, and How of Accessibility - Columbia University Center for Teaching and Learning
Universal Design for Learning Guidelines - CAST
The Importance of Universal Design for Learning - Harvard Graduate School of Education
In most online learning environments what learners need to succeed in a class they largely need to provide for themselves (readings, materials, technology). They likely do not have access to items like on-campus computer labs, classroom laboratories, etc. Some may only be able to access your course through mobile devices. Thus, it is important to ensure that learners have access to what is required to participate in class and that it is not overly prohibitive for them to do so.
Tips and Suggestions
As much as possible, provide open educational resources (OER) for class readings and other course materials. These are resources available to everyone at no cost. Librarians can often provide information about how to find and use OERs or how to develop your own. There are also OER lists in the Resources below.
Do not require the use of software or websites that will incur additional costs for learners. Use the tools already provided within the learning management system and by your educational institution.
Assess learner access to the necessary technology for a class. For example, if video meetings are required, does the learner have a web cam? Include information on the syllabus or introductory course page about technology requirements for the class and the alternative options if a learner does not have access to the necessary technology.
Review if your course and related materials are able to be accessed from a mobile device.
Investigate the privacy policies and data ownership of technology and tools used in your online course, particularly if you require learners to use them.
Resources
Equity Considerations - Washington University in St. Louis Center for Teaching and Learning (See “Design Your Course With Accessibility and Equity in Mind” section)
Online learners will come from diverse backgrounds and will not all have the same viewpoint regarding how they should engage in a class. Sharing clear expectations will both ensure all learners know what they need to do to succeed and that you are not making assumptions they all have had the same educational experiences. Also, it is important to clearly share these expectations as it’s not always as easy for learners to clarify questions or concerns with an instructor at a distance.
Tips and Suggestions
Clarify what the expectations are for engaging with the content and learners in the course. Do they need to rely on other learners for their success in the course or can they solely engage with the instructor and content?
Who or what is a learner’s first point of contact when they have questions or concerns?
Learners are good at doing what instructors ask. If your expectations include that they need to post a response to a discussion question and then respond to two other posts, research shows this is what they’ll do. But, they might not be reading any other posts and as such are missing out on the valuable expertise of the other learners. Consider an expectation of engaging with the other learners throughout the discussion and building on ideas posted rather than requiring a set number of posts and responses.
Provide examples of what a good discussion post might be. Make note that simply posting "I agree" or "nice post" is not adding value to a a discussion.
Learners may not be confident that they have the knowledge or background to constructively add to a discussion. Provide suggestions of various ways they can contribute (directly respond to a prompt, give a real-life example, share a relevant resource, ask a follow up question, summarize the conversation).
Resources
What is ‘Swift Trust,’ and Why Do I Want it in My Classes? | Faculty Focus
9 Tips for Creating an Engaging Virtual Learning Experience - Brookes Blog