What cognitive styles do you use to interact with technology? PRE-REQ: https://www.oercommons.org/courseware/lesson/87536
Material Type: Activity/Lab
Students mark on the continuum where they think their persona's cognitive styles are likely to fall.
Material Type: Activity/Lab
Very short form for collecting in-class questions and comments about GenderMag.
Material Type: Activity/Lab
Two-page summary of the GenderMag walkthrough method.
Material Type: Lesson, Reading
One-page definitions sheet.
Material Type: Lesson, Reading
Handy quick-reference summarizing the three GenderMag personas.
Material Type: Diagram/Illustration, Primary Source
What cognitive styles do you use to interact with technology? PRE-REQ: https://www.oercommons.org/courseware/lesson/87536 LAST UPDATE: Changed title
Material Type: Activity/Lab, Homework/Assignment
An example homework that runs students through a given scenario.
Material Type: Activity/Lab, Homework/Assignment
An example homework that runs students on the personas and how to use them in the GenderMag Walkthrough.
Material Type: Homework/Assignment
OSU's Gender Mag and Cognitive Style Heuristics projects study gender differences in how people problem-solve while using software. The projects' core methods of finding gender-bias bugs in software is to apply personas that represent different sets of five cognitive facets. Explore your five facets, then analyze which persona fits you best.
Material Type: Interactive
32-slide lecture about inclusive design and the GenderMag Walkthough
Material Type: Lecture
Learning Outcomes: (1) Be aware of the importance of considering gender issues in Inclusive Design, (2) Know gender differences backed by theory and research findings, (3) Be able to evaluate designs using the GenderMag method, (4) Be able to create designs taking gender differences into account
Material Type: Lecture
GenderMag lecture for interface design course.
Material Type: Lecture
Teaches how to run a GenderMag walkthrough session.
Material Type: Activity/Lab, Lecture
Pedagogical content knowledge for teaching inclusive design.
Material Type: Teaching/Learning Strategy
Useful graphics and slides for dispelling fears about GenderMag and stereotyping.
Material Type: Teaching/Learning Strategy
Example of how to introduce cognitive styles to students, student teams, or any group. Cognitive styles = cognitive differences influencing how people prefer to interact with technology. Applicable and adaptable to engineering, computing, technology, computer science, college-level, high school, and corporate teams. Icebreaker. Diversity awareness. Theory of Mind. Meta-cognition.
Material Type: Lecture, Teaching/Learning Strategy
ABSTRACT: The online computer science classroom is growing, but there is little research on how to teach inclusive design online. As a result, online CS students are graduating without learning how to avoid bias in their software designs. Through the lens of the Inclusive Design Pedagogical Content Knowledge (PCK), this thesis analyzes a set of curricular activities that were embedded into online post-baccalaureate computer science courses. The contributions of this work include: (1) a set of takeaways outlining what I learned from student responses to the activities and (2) the second iteration of the Inclusive Design PCKs that can be applied in both the online and in-person classrooms.
Material Type: Primary Source
Although CS Education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We are interested in two such improvements in online CS education- besides being inclusive to each other, online CS students also need to be able to create inclusive technology.
Material Type: Primary Source
ABSTRACT: Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving teaching and learning at K–12 levels, this design approach is receiving increasing attention at the college level. Yet college faculty, who receive comparatively little instruction in course design, may find it challenging to enact the principles of backward course design into day-to-day lecture planning. To help address this challenge, we developed a backward design-inspired lesson planner to assist in restructuring college course periods for more active, learner-centered activities that align with course goals. We describe the planner and its application to a non-majors college biology class, and we share student and instructor perceptions of classroom structure and use of classroom time before and after implementation. Benefits of implementing the backward design planner included enhanced ability to prioritize content delivery to students, better time management in and out of the classroom, improved experience of lecture preparation, more engaged students, and more frequent feedback on student comprehension.
Material Type: Primary Source
