Group members: Christina, David, Wendy, and Vanessa
Learning Objective
Recognize implicit biases and how they impact the facilitator’s role in DLEs for adult learners.
Learning Resources and Readings
- Module introduction video (recorded by team members)
- Original content within the asynchronous platform based on team research
- Rogerson, C. V., Prescott, D. E., & Howard, H. G. (2021). Teaching social work students the influence of explicit and implicit bias: promoting ethical reflection in practice. Social Work Education. https://doi.org/10.1080/02615479.2021.1910652
- How to Outsmart Your Own Unconscious Bias | Valerie Alexander | TEDxPasadena
- Implicit Association Test (optional)
Asynchronous Activity / Discussion Prompts
- Reading through course content in Rise
- Article: Rogerson, C. V., Prescott, D. E., & Howard, H. G. (2021)
- Video: How to Outsmart Your Own Unconscious Bias | Valerie Alexander | TEDxPasadena
- Discussion on Mattermost
- Discussion Prompt: Rogerson et al. (2021) state bias is “an intrinsic function of the human condition and our evolution” (p. 7) and argue “social worker training must involve a critical self-reflection to promote ethical decision-making” (p. 2). The use of high fidelity scenarios is one way social worker academia fosters reflective thought regarding learners’ personal biases. Have you had any experience with similar methods of addressing implicit bias? How do you feel this approach would work to address implicit bias in digital facilitation? What scenarios do you think would help foster self-reflection to help facilitators to address their own biases in digital learning environments?
Synchronous Session
- Thursday, October 7 @ 5 pm PDT / 8 pm EDT
- Facilitators invite learners to contribute to a short word association icebreaker using Slido
- Participants discuss content from TEDxPasadena video (to be watched independently through Rise platform)
- Participants brainstorm strategies to address implicit bias
- Participants share one strategy to address implicit bias in your context
Chosen Technologies
| Articulate’s Rise platform Asynchronous learning | Flexibility in allowing us to deliver rich media content in a clean, user-friendly environment. |
| Mattermost Mid-week discussion | It is a tool that the class is currently using and allows us to host a synchronous video chat without requiring anyone to download a new tool. |
| Collaborate Synchronous session | Learners have previously used Collaborate for synchronous sessions so are comfortable using it in this context. It also possesses the features we require, such as screen sharing, video chat, and text chat. |
| Slido Icebreaker and brainstorming within synchronous session | Allows learners to share and brainstorm anonymously during the synchronous session, an important feature when considering the sensitivity of the topic. |
Timeline
| Sun, Oct 3 | Learners receive an introductory email, directing people to the Rise platform |
| Mon, Oct 4 | Learners explore and participate in course content |
| Tue, Oct 5 | Facilitators begin asynchronous discussion on Mattermost |
| Wed, Oct 6 | Participants continue with the asynchronous discussion |
| Thu, Oct 7 | 5 pm Pacific / 8 pm Eastern Synchronous session in Collaborate |
| Fri, Oct 8 | Facilitators prompt/remind learners to share at least one strategy to address implicit bias in their contexts |
| Sat, Oct 9 | Students relax |
Teaching, Cognitive, and Social Presences
| Teaching Presence | Introductory email Module introduction video in learning platform Discussion prompt for asynchronous discussion Facilitation of synchronous session |
| Cognitive Presence | Learning platform content TED Talk video Brainstorm for strategies to address implicit bias Sharing a strategy to address implicit bias |
| Social Presence | Asynchronous discussion Synchronous session |
