Nussli, Natalie
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Vorname
Name
Suchergebnisse
Culturally responsive pedagogy, Universal Design for Learning, ubiquitous learning, and seamless learning. How these paradigms inform the intentional design of learner-centered online learning environments
2021-02, Nussli, Natalie, Oh, Kevin, Panconesi, Gianni, Guida, Maria
The purpose of this theoretical chapter is to develop a one-stop checklist that assists educators in providing online teaching grounded in the principles of culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), ubiquitous learning (u-learning), and seamless learning. The authors explore how these paradigms inform the intentional design of learner-centered approaches in online learning environments and what an integrated approach could look like. This chapter will be relevant for faculty in higher education aiming to offer online curricula that emphasize active, collaborative, constructive, authentic, and goal-directed learning.
Strategies to support teachers in designing culturally responsive curricula in online learning environments
2019-04, Nussli, Natalie, Guan, Yu, Oh, Kevin, Kyei-Blankson, Lydia, Blankson, Joseph, Ntuli, Esther
The purpose of this theoretical chapter is to identify strategies that help educators develop online learning curricula to meet the needs of culturally diverse students. The first part of this chapter offers insights into culturally responsive teaching (CRT) from multiple perspectives. Specifically, the authors explore the importance of CRT in teacher education programs, how to evaluate teachers' cultural competencies, how to initiate the transformation process into culturally responsive educators, how teachers perceive the value of CRT programs, what pre-service and novice teachers typically struggle with in their attempts to teach diverse student populations, and how students perceive cultural diversity. The second part of the chapter is dedicated to an in-depth discussion of practical approaches to developing culturally responsive online curricula for both 2D and 3D learning environments, how to prepare faculty to meet the needs of diverse students in online courses, and how to stimulate pre-service teachers' reflections on CRT.