Principle of Representation - Guideline 1 Criterion 3

 

When developing a course using the first principle of Universal Design for Learning, there are three specific guidelines to assist us.  The first, Perception in many ways overlaps with creating accessible content.

Criterion 3 of this guideline advocates that we represent a diversity of perspectives and identities in authentic ways.

Learners need to see themselves, as well as others, represented in what they study. When students recognize their own experiences and cultures in course materials, it builds validation and belonging. When they don’t, it can send the message that their perspectives don’t matter. At the same time, students should also encounter viewpoints and histories different from their own. Without that exposure, they might assume their experiences are universal or more important than others.

Some points to consider include:

• Include authors with a variety of identities, such as: different genders, races, abilities, nationalities, and backgrounds.
• Acknowledge the many people, cultures, and histories that shape what we know today.
• Pay attention to how groups and cultures are represented and challenge stereotypes.
• Look for authentic, nuanced stories and perspectives.
• Encourage open listening and respect for diverse voices.

By following these suggestions, your course will assist students communicating and expressing their knowledge, as well as being in line with the Principle of Representation in the Theory of Universal Design for Learning.

A Key Ingredient for Promoting Student Success

Imagine taking a class to discover that your grade will be made up of various assignments that have yet to be determined and you do not know when these assignments will be due. This seems like an anxiety nightmare about missing deadlines, but in fact it happens regularly.

 

Not having a well-defined set of assignments makes planning close to impossible. Having a defined gradebook where students can regularly see the assignments required throughout the course is both easy with online tools and convenient assisting student-planning.  While there may be mention of the required assignments buried in the syllabus, having the assignments clearly shown in a gradebook that tis easier for anyone to plan their work in a class. This is a key reason why every class should have a developed gradebook ready for students from day one.

 

Amazingly this is not always the case.  Just as passengers prefer planes to be fully built prior to take off, students prefer having a complete gradebook when they start a class.  Why?

First, it is good practice. Chickering and Gamson’s 5^th Principle of Good Practice in Undergraduate Education states:

Good Practice Emphasizes Time on Task

Giving students information to help them focus their time on needed tasks is critical for their success. A developed online gradebook gives them guidance to stay on track.  Providing a glimpse of all the assignments offers insight as to the work ahead so students can better manage their time for learning. It also helps students identify gaps in their learning, set goals, focus on areas, and possibly seek needed help (Sunder, 2019). Effectively, having a course gradebook that is easy to navigate provides learners with the guidance they need to determine and follow a pathway in the course. (Schaffhauser, 2016).

Instructors benefit from online gradebooks because they provide an opportunity to automate, customize, and share grades and feedback with learners. It is a straightforward way to keep learners on track and motivated.  The added functionality and reporting features from most learning management systems enable faculty to review and analyze the gradebook, as well as create reports on learner progress and course completion.

 

Meanwhile, learners can check in on their progress continuously throughout the course term.  It can also provide students with ample information for them to assess if they need assistance to significantly influence their success.  This is part of the reason Standard 49 of the OSCQR Rubric requires that:

Learners have easy access to a well-designed and up-to-date gradebook.

Having a well-defined online gradebook available for students from day one isn’t just a good idea, it is good course design.

 

References:

Chickering, A and Z. Gamson (1987) Seven Principles in Undergraduate Education, AAHE Bulletin. p. 3-7.

Madison, H (2022) What is an Online Gradebook and Do Schools Need It? TMC. May 09.

Schaffhauser, D. (2016). How Data from Your LMS Can Impact Student Success. Distance Education Report, 20(1), 4.

Sunder, T. (2019) Digital Gradebooks and What They Mean. EdTech Pulse. Oct 20.