Juana Sanchez (UCLA Department of Statistics and Data Science), Sirui Wang, (UCLA Online Teaching and Learning)
Abstract
In this interactive session, we will present aspects of the instructional designer’s and instructor’s role in the collaboration for the design and implementation of an asynchronous Statistics course. Asynchronous courses maximize the benefits of using media to support teaching and collaborative learning. By carefully mapping the alignment of an online/asynchronous course, the design supports students’ learning sequence via a variety of small bites of knowledge and multiple modes of content, engagement and assessment, as recommended by Universal Design for Learning. We will discuss the experience of the instructional designer, the students and the instructor. We will recreate the student’s experience with the course by participants self-enrolling in a sandbox version of the course and experiencing and discussing together the design aspects of EDI (Equity, Diversity and Inclusion) to make the course more accessible to all learners. We will define the importance of pacing and structure, including which elements are synchronous. We will discuss what the audience understands by the word “accessibility in an online context (e.g., close caption, chunked video content, variety of activities, etc.).” We will use a polling tool and think-pair-share to share thoughts and experiences. We will briefly highlight how accessibility and EDI are strongly considered during the design and the assessments. We will share some students’ feedback on how they felt about the asynchronous course and the collaboration designer/instructor.