Strategies: PCK for Teaching Inclusive Design
(View Complete Item Description)Pedagogical content knowledge for teaching inclusive design.
Material Type: Teaching/Learning Strategy
Pedagogical content knowledge for teaching inclusive design.
Material Type: 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
This document gets you started on planning what GenderMag content to incorporate into your junior-level CS/IT/EE/CE/Other courses.
Material Type: Lesson Plan, Teaching/Learning Strategy
This document gets you started on planning what GenderMag content to incorporate into your sophomore-level CS/IT/EE/CE/Other courses.
Material Type: Lesson Plan, Teaching/Learning Strategy
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
Research paper about gender-inclusivity issues found in online CS courses---an an automated tool (AID/Courseware) for detecting those issues.
Material Type: Primary Source
Paper about how to create bias-detection methods (e.g., GenderMag)
Material Type: Primary Source
What cognitive styles do you use to interact with technology? PRE-REQ: https://www.oercommons.org/courseware/lesson/87536
Material Type: Activity/Lab
List of quiz questions for the Cognitive Style Heuristics reading: https://www.oercommons.org/courses/reading-cognitive-style-heuristics
Material Type: Assessment
A list of example test questions, with various types of questions.
Material Type: Assessment
A self-study online course with modules about how to do and teach GenderMag. Available any time. Multiple certificates available (free). Target audience = educators, developers, engineers, students, anyone interested in GenderMag
Material Type: Full Course
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
What cognitive styles do we use to interact with technology? The GenderMag Project has identified five cognitive facets we bring to our use of technology.
Material Type: Lesson, Reading, Unit of Study
Reflection assignment about cognitive styles used to interact with technology. Includes reflection questions about relating to the GenderMag personas.
Material Type: Activity/Lab, 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
Example of how instructors can share their cognitive styles with their class, with template.
Material Type: Reading
A complete homework assignment in which students (1) create a paper prototype of a software design, (2) reflect on their GenderMag cognitive styles, (3) evaluate their prototype using heuristics based on GenderMag cognitive styles, and (4) revise their prototype.
Material Type: Homework/Assignment
Chapter about cognitive styles and the Cognitive Style Heuristics (from the GenderMag Project). From "Handbook of Software Engineering": https://www.oercommons.org/courses/handbook-of-software-engineering-methods
Material Type: Textbook
A reading about the GenderMag Cognitive Style Heuristics (CSH) with embedded examples and quizzes.
Material Type: Reading