The SLIDE Rule: A tool for inclusive education
The SLIDE Rule: A tool for inclusive education
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YouTube videos provide an audio version of the text!
For auditory learners, these videos provide an audio version of the text.
Click on the presentation below to view the SLIDE rule presentation. Below it are some reflections on how this presentation fits in to my SMART goals and how it has changed my philosophy of teaching!
Reflections on the Use and Creation of Learning Tools
Reflections on the Use and Creation of Learning Tools
For auditory learners, these videos provide an audio version of the text.
Understanding how to use tools (SMART goal 2) and how to do so in an equitable way is important in both pottery and in education. This project that I created made use of Canva, a very versatile tool for designing presentations, videos, and social media content. Learning how to use this tool was useful, but having a clear understanding of educational theories (SMART goal 1) and EDIDA frameworks (SMART goal 3) allowed me to create an educational tool that is engaging, interactive, and informative.
The SLIDE rule provides an overview of the topic of Intersectionality with a specific focus on Makerspaces. I made an interactive slide presentation that engaged with the topic using an acronym I created. The acronym SLIDE (Safety, Leadership, Intersectionality, Diversity, and Experience) was created to guide users in five important considerations when making a site (or course) accessible. This project pushed me to find ways to represent (visually and intellectually) how intersections of identity play out in maker environments in particular.
For auditory learners, these videos provide an audio version of the text.
For auditory learners, these videos provide an audio version of the text.
Reflecting on my own experiences, I realized that as an educated, straight, cisgendered person, I experience a lot of privilege in my life. However, as a woman of colour with a learning disability who has struggled with depression and anxiety, I also experience spaces from a different positionality. It is important to consider the whole person, and the uniqueness of each person, but always keep in mind the structures and hierarchies of power within society.
In this project, I used the rainbow theme to represent diversity, and images to help bring representation of the mulitplicity of disabilities, including intellectual, physical, learning, and mental health related disabilities. This helped me to think about things in different lights but also to consider how all of these things can come together in ways that impact people's life chances.
For auditory learners, these videos provide an audio version of the text.
For auditory learners, these videos provide an audio version of the text.
In this project, having a maker mentality really helped me to visualize ideas and concepts in very concrete and measurable ways. It gave me tools to think about how to implement EDIDA frameworks and some strategies for assessing my teaching practice. Although I have chosen this presentation to highlight the importance of tools, this project also reflects the merging of theory, practice, and EDIDA. I will definitely consider things like physical spaces more moving forward in my own practice. I have the theories to guide my practice, tools for engaging with teaching and learning in constructivist ways, and a renewed commitment to EDIDA in my teaching.
Resources
Resources
Barton, A., & Tan, A. (2018). A longitudinal study of equity-oriented STEM-Rich making among youth from historically marginalized communities. American Educational Research Journal. 55(4), 761-800. DOI: 10.3102/0002831218758668
Capel, T., Ploderer, B., Brereton, M., & O'Connor Solly, M. (2021). The Making of Women: Creating Trajectories for Women's Participation in Makerspaces . Proceedings of the ACM on Human-Computer Interaction, 5(CSCW1), 1-38.
Castek, J., Schira Hagerman, M., and Woodard, R. (Eds). (2019). Principles for equity-centered design of STEAM learning-through-making. Tucson: University of Arizona. Retrieved from https://circlcenter.org/events/synthesisdesign-workshops
Elam, J.R. (2018). Community in the making: Intersectionality and interdisciplinary participation in the university makerspace. [Conference presentation]. Digital Frontiers Annual Conference, Lawrence, KS. United States.
Lewis, J., (2015). Barriers to women's involvement in hackspaces and makerspaces. University of Sheffield with Access Space. [Report]. https://eprints.whiterose.ac.uk/144264/1/Barriers%20to%20women%27s%20involement%20in%20hackspaces%20and%20makerspaces.pdf
Martin, K. (2017, November 28). Centering gender: A feminist analysis of makerspaces and digital humanities centers. [Video]. Media Collections Online. https://media.dlib.indiana.edu/media_objects/47429d523
Norris, A. Make-her-spaces as hybrid places: Designing and resisting self constructions in urban classrooms. Equity & Excellence in Education, 47(1), 63-77. https://doi.org/10.1080/10665684.2014.866879
Seo, J. & Richard, G.T. (2021). SCAFFOLDing all abilities into makerspaces: A design framework for universal, accessible and intersectionally inclusive making and learning. Information and Learning Sciences, 122(11/12), 795-815.
Yi, F. & Baumann, M. (2018). Guiding principles for designing an accessible, inclusive, and diverse library makerspace. In the International Symposium on Academic Makerspaces.
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