54 Matching Annotations
  1. Apr 2024
    1. real life community

      I would change this to "physical community" to avoid implying that online communities are "less real".

    2. AMYPA

      Explain what AMYPA stands for and its relevance to all readers, or provide a local equivalent for international audiences.

    3. Giving the possibility to start the first contact behind the keyboard can help the most timid people, first observing 👀 before encouraging them to take the first step.

      Allowing initial contact to be made behind the keyboard not only helps the most timid individuals by letting them observe before participating, but it also caters to people with disabilities and those who prefer text-based communication, making it easier for everyone to engage confidently from the start.

    1. Résumé de la Vidéo

      La vidéo explore le débat sur l'écriture inclusive, en particulier dans le contexte de la recherche scientifique. L'oratrice, vivant au Québec, partage son évolution personnelle vers l'adoption de l'écriture inclusive et examine les implications linguistiques et sociales de l'utilisation du masculin générique en français. Elle discute des études qui montrent que le masculin n'est pas perçu comme neutre et peut renforcer les stéréotypes de genre. La vidéo aborde également les différentes méthodes d'écriture inclusive et leur efficacité potentielle pour promouvoir l'égalité des genres.

      Moments Forts: 1. Introduction et contexte personnel [00:00:00][^1^][1] * PrĂ©sentation du sujet de l'Ă©criture inclusive * ExpĂ©rience personnelle de l'oratrice avec l'Ă©criture inclusive au QuĂ©bec * Transition vers l'adoption de l'Ă©criture inclusive 2. Le problĂšme du masculin gĂ©nĂ©rique [00:01:57][^2^][2] * Analyse du biais masculin dans la langue française * Discussion sur la perception du masculin comme non neutre * RĂ©fĂ©rence aux Ă©tudes sur l'interprĂ©tation du masculin 3. Études sur la reprĂ©sentation mentale [00:03:53][^3^][3] * MĂ©thodologie des Ă©tudes sur la perception du genre dans le langage * RĂ©sultats montrant la prĂ©dominance de l'interprĂ©tation masculine * Comparaison avec des Ă©tudes similaires en allemand 4. Impact de l'Ă©criture inclusive [00:10:21][^4^][4] * Exemples d'Ă©tudes dĂ©montrant l'efficacitĂ© de l'Ă©criture inclusive * Influence de l'Ă©criture inclusive sur la reprĂ©sentation des femmes * CorrĂ©lation entre langues genrĂ©es et inĂ©galitĂ©s de genre 5. Techniques d'Ă©criture inclusive [00:13:27][^5^][5] * DĂ©finition et principes de l'Ă©criture inclusive * Liste des techniques d'Ă©criture inclusive et leur acceptation * Discussion sur la lisibilitĂ© et l'habituation Ă  l'Ă©criture inclusive 6. Conclusion et rĂ©flexions personnelles [00:19:07][^6^][6] * SynthĂšse des informations prĂ©sentĂ©es * Note personnelle de l'oratrice sur l'Ă©criture inclusive * Invitation Ă  la discussion respectueuse dans les commentaires

  2. Oct 2023
    1. we: (1) Introduce a more inclusive set of terminology to improve future discourse on major transitions (Figure 1), and (2) explore how major ecosystem transitions arise within broad frameworks
      • for: MET, METs, METs - more inclusive terminology

      • paraphrase

        • the authors
          • Introduce a more inclusive set of terminology to improve future discourse on major transitions, and
          • explore how major ecosystem transitions arise within broad frameworks that can include
            • multiple Fusions and Information Leaps,
            • morphological innovations,
            • catalytic actors and events, and
            • variation in the selective processes involved.
  3. Aug 2023
    1. By focusing onwhat language learners can do, we send a powerful message that students from diverse linguistic, cultural, andexperiential backgrounds contribute to the vibrancy of our early childhood programs and K–12 schools.

      I love how inclusive this way of thinking is. Every person has something to contribute, and when that space has been created in the classroom (by the teacher and other stakeholders) accelerated learning can take place.

  4. Jan 2023
    1. Regarding climate change, it is as if humanity stands poised before two buttons: one is an economic and cultural reset, while the other triggers a self-destruct sequence. As a community of nations, we can’t seem to agree on which is which. Or, even if we did, we don’t seem to have the collective political will to stop those who seem intent on pushing the self-destruct button—in order, they say, to protect our liberty.

      !- comment : the need to spiral towards an INCLUSIVE sacred - science and religion are not opposites, but seek the sacred from different avenues - humanity has collective evolved towards this polycrisis and fragmented worldviews must find their common human denominators and unite in an INCLUSIVE global commons and citizenship

  5. Dec 2022
    1. So have you developed such a hierarchy of 00:20:37 the things that we're absolutely going to need? Simon Michaux: Yeah. So I started thinking about it. If I have a plan, that's okay. But we've got to put it in the arena, and we've all got to discuss it, rip it apart, and put it back together. So my plan becomes our plan. So I'm putting forward some ideas, but I see this as the start of the conversation, not the actual solution.

      !- summary : open, inclusive debate required! - indyweb can be perfect space

  6. Nov 2022
    1. What separates a great manager from a mediocre one? According to Catalyst’s global report, GettingReal About Inclusive Leadership, building an inclusive team culture is key.
  7. May 2022
    1. “harm-to-help”

      The open access Stop Reset Go meme is the actionable turnaround instrument. When we recognize something is harmful, applying the Stop Reset Go methodology turns around harm to wellbeing by removing the harm but keeping the component that contributes to wellbeing. Myopic, exclusive wellbeing is what can cause harm, Expansive, inclusive wellbeing is a more inclusive wellbeing that includes a wider swath of the biosphere.

  8. Mar 2022
  9. Dec 2021
    1. student advocates are pushing back in the court of public opinion. Inclusiveaccess.org is a new website that counters the publishers' disinformation campaign and advocates for a fair deal on textbooks. https://www.inclusiveaccess.org/
  10. Jun 2021
    1. In the end this plugin is a piece of software that I wrote and I'm just doing what I think is reasonable to make our community more inclusive.
      • doing what one believes is best for community
    2. In the context of git, the word "master" is not used in the same way as "master/slave". I've never known about branches referred to as "slaves" or anything similar. On existing projects, consider the global effort to change from origin/master to origin/main. The cost of being different than git convention and every book, tutorial, and blog post. Is the cost of change and being different worth it? PS. My 3 projects were using your lib and got broken thanks to the renaming. PS. PS. I'm glad I never got a master's degree in college!
  11. May 2021
  12. Mar 2021
  13. Feb 2021
    1. Redmond suggests nuking 'profanity, geopolitical, diversity' terms from browser source
    2. Allowlist, not whitelist. Blocklist, not blacklist. Goodbye, wtf. Microsoft scans Chromium code, lops off offensive words
    3. a proposal to cleanse the open-source code of "potentially offensive terms."
    4. a suggestion by Microsoft to “cleanup of potentially offensive terms in codebase” aims to rid the software blueprints of language such as whitelist (change to allowlist), blacklist (change to blocklist), “offensive terms using ‘wtf’ as protocol messages,” and other infelicities.
    5. In May, Microsoft announced AI features in Word that, among other features, will emit “advice on more concise and inclusive language such as ‘police officer’ instead of ‘policeman.’"
  14. Oct 2020
    1. And though flags from this software don’t automatically mean students will be penalized—instructors can review the software’s suspicions and decide for themselves how to proceed—it leaves open the possibility that instructors’ own biases will determine whether to bring academic dishonesty charges against students. Even just an accusation could negatively affect a student’s academic record, or at the very least how their instructor perceives them and their subsequent work.

      The companies are hiding behind this as a feature - that the algorithms are not supposed to be implemented without human review. I wonder how this "feature" will interact with implicit (and explicit) biases, or with the power dynamics between adjuncts, students, and departmental administration.

      The companies are caught between a rock and a hard place in the decision whether students should be informed that their attempt was flagged for review, or not. We see that, if the student is informed, it causes stress and pain and damage to the teacher-student relationship. But if they're not informed, all these issues of bias and power become invisible.

  15. Nov 2019
    1. Culturally responsive teaching can be defined as using cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them. It teaches to and through the strengths of these students. Culturally responsive teaching is the behavioral expression of knowledge, beliefs, and values that recognize the importance of racial and cultural diversity in learning

      The online content provided by Portland State University provides an in-depth explanation of what culturally responsive and inclusive is and how to incorporate it into the classroom. In the closing of the content, the educational institution highlights the top five essentials for the framework. In addition, the source provides additional references in the bibliography for additional resources regarding the subject matter that can be leveraged for future reference. (Rating: 6/10)

  16. Sep 2019
    1. When assignments are optional, compliance will vary and you risk exacerbating differences in study skills, background knowledge, and the like.

      I can't help but wonder if the emphasis on "content retention" and "compliance" that seems to be core to the authors' concept of learning doesn't make some bad assumptions: that learning is something that an instructor does to a student, and not something that students have agency over. This seems to me to be in extreme conflict with what might be even more inclusive practice: far less emphasis on the grade, more individual attention and greater emphasis on personal growth, less teacher control and more student agency. This is basic Freire stuff. Students aren't vessels to be filled.

    2. Reach out to those who didn’t do so well and express your willingness to help them. Check in with students who have missed a class or two.

      It's worth noting that none of this is easy or efficient. If it was, we'd all do it. One must make a concerted effort to ensure students feel like they belong and that they're supported so that they can learn best. If that's not part of an instructor's job, then what exactly is the instructor's job?

    3. minimize inequities

      minimize inequities = reduce harm; clear similarities to Hippocratic oath. See also Kaufman & Schipper (2018) Teaching With Compassion, p. xxiii

    4. Traditional teaching methods do not serve all students well.

      Emphasis on all. Frequently defensiveness kicks in when traditional teaching is called into question, because it does work, but just for some.

  17. Jan 2019
    1. A study by Nyhan and Reifler showed that having test subjects engage in a self-affirmation exercise significantly reduced their level of defensive processing when faced with counter-attitudinal information on policy issues.

      Relation to stereotype threat?

    1. Active-learning techniques — like sharing the responsibility for leading discussions or framing classroom expectations with our students — show them they indeed belong in this "scholarly space" and give them the confidence to engage with the course and one another.

      The ProfHacker article by Maha Bali and Steve Greenlaw explores this more concretely. Active learning for inclusion needs to be scaffolded in such a way that it does not reinforce the privilege of dominant cultures and personalities.

    2. More specifically

      Inclusive pedagogy as an element of things faculty are probably already doing.

    3. Am I having my students read a bunch of monographs, all authored by white males, for example?

      We need better ways to incentivize the finding and sharing of these more diverse arrays of knowledge forms and knowledge producers, particularly I think at introductory levels. When faculty balk at the labor of finding appropriate and diverse readings, we need resources to show that some of the work has already been done.

    1. Or you can ask them to take 1-5 minutes in class before you start discussion.

      We can also think of this pre-writing or even free writing as a mindfulness exercise which helps students reflect and potentially manage stress (beyond the stress of having to speak in public).

    2. It is important for the instructor to determine what the problem is for each particular class.

      This feels like one of the big issues in "inclusive pedagogy" - the desire for one-size-fits-all solutions necessarily opposes the goal of treating each person as an equal individual. (That said, "one size fits most" solutions are important steps forward.)

  18. Dec 2018
    1. inclusive pedagogy is inherently open, and open pedagogies are indeed inclusive.

      I might propose inclusive pedagogy is a subset of open pedagogy. Inclusive pedagogy does not necessarily mean open. IP does not entail OP. Courses may be inclusive without components of Open (e.g. using openly-licensed materials; curating, creating and sharing content with the wider public; student-driven learning experiences).

  19. Nov 2018
    1. Approaches in the use of assistive technology in inclusive education focus on using technologyto train or rehearse, and to assist and enable learning

      This chapter presents a list of assistive technology applications that supports the students with disabilities in classroom learning in several categories such as reading, writing, math, and computer access.

      Rating: 8/10

  20. Sep 2018
  21. Jul 2018
  22. May 2018
    1. Although K-12 settings and children are referenced, I find the information in this document relates to all people -- students in all settings.

    1. Fostering an accountable, inclusive and stimulating environment requires an instructor to be acutely sensitive to individual differences between learners and the emotional dimensions of learning. In an online environment, in the majority of cases, the instructors cannot see the students’ facial expressions, they cannot hear the tone of their voices or capture any unwritten reactions, thoughts or feelings; therefore, we should choose our words carefully, and be aware of how the message may be miscommunicated and misunderstood.

      So much of this depends on course design and faculty presence. Makes all the difference in the world. Frankly, I've been in face-to-face courses that felt far less inclusive than well-designed and facilitated online courses.

  23. Apr 2018
  24. Feb 2018
    1. Some benefits of inclusive teaching are:You can connect with and engage with a variety of students.You are prepared for “spark moments” or issues that arise when controversial material is discussed.Students connect with course materials that are relevant to them. Students feel comfortable in the classroom environment to voice their ideas/thoughts/questions. Students are more likely to experience success in your course through activities that support their learning styles, abilities, and backgrounds.How can you teach inclusively?Be reflective by asking yourself the following:How might your own cultural-bound assumptions influence your interactions with students? How might the backgrounds and experiences of your students influence their motivation, engagement, and learning in your classroom?How can you modify course materials, activities, assignments, and/or exams to be more accessible to all students in your class?
    1. The purpose of these four summits is to create a community of practice focused on developing a culture of shared norms and values that establish an inclusive learning environment, one that prohibits anyone from being disadvantaged or unjustly treated because of social identity or status. The Student Success Summits will offer information, strategies, and guidance to support the identification, integration and implementation of inclusive pedagogical methods that promote discipline-specific learning objectives.