A Melting Pot: Can it Work?A Melting Pot: Can it Work?

Embracing Diversity in Online Embracing Diversity in Online LearningLearning

IntroductionIntroduction

Students need to express acceptance Students need to express acceptance of each other’s gender, ethnicity, of each other’s gender, ethnicity, sexual orientation, and sexual orientation, and spirituality/religion, and political spirituality/religion, and political orientation. orientation.

ReadingsReadings

Readings should cover a wide swath Readings should cover a wide swath of human endeavor and reflect the of human endeavor and reflect the diversity of the student body. diversity of the student body.

The Place of the Discussion The Place of the Discussion BoardBoard

Appropriate Feedback and Appropriate Feedback and Assessment Assessment

Cultural and Racial DiversityCultural and Racial DiversityWestern and Non-Western Western and Non-Western

ValuesValues

Identity, Learning, and Identity, Learning, and Exclusion in E- learning Exclusion in E- learning

communities communities

Diversity, identity, and Diversity, identity, and belonging in e-learning belonging in e-learning

communities.communities.

Strategies for Integration in Strategies for Integration in the Classroomthe Classroom

ReferencesReferencesGunawardena, C. & Zittle, F. (1997) Social presence as a predictor of satisfaction within a computer-mediated conferencing Gunawardena, C. & Zittle, F. (1997) Social presence as a predictor of satisfaction within a computer-mediated conferencing

environment, The American Journal of Distance Education, 11(3), 8_26environment, The American Journal of Distance Education, 11(3), 8_26

  

Heemskerk, I., Brink, A., Volman, M. & Dam, G. (2005) Inclusiveness and ICT in education: Heemskerk, I., Brink, A., Volman, M. & Dam, G. (2005) Inclusiveness and ICT in education:

A focus on gender, ethnicity and social class, Journal of Computer Assisted Learning, 21, A focus on gender, ethnicity and social class, Journal of Computer Assisted Learning, 21,

1_16.1_16.

  

Herring, S. (1994) Gender differences in computer-mediated communications: bringing familiarHerring, S. (1994) Gender differences in computer-mediated communications: bringing familiar

baggage to the new frontier. Available online at: baggage to the new frontier. Available online at: http://www.mith2.umd.edu/WomensStudiesComputing/Articles_ResearchPapers/gender-differences communication communication (Retrieved from (Retrieved from

Academic Search Premier on July 21Academic Search Premier on July 21stst. 2009). 2009)

  

Hughes, G. (2007) Exploring the availability of student scientist identities within curriculumHughes, G. (2007) Exploring the availability of student scientist identities within curriculum

discourse: an anti-essentialist approach to gender inclusive science, Gender and Education,discourse: an anti-essentialist approach to gender inclusive science, Gender and Education,

13(3), 275_290.13(3), 275_290.

  

Hughes, G. & Scott, C. (2005) No pain no game: use of an online game to explore issues of Hughes, G. & Scott, C. (2005) No pain no game: use of an online game to explore issues of

Online identity and the implications for collaborative e-learning, E-Learning, 2(4), 388_401.Online identity and the implications for collaborative e-learning, E-Learning, 2(4), 388_401.

  

Wenger, E. (1998) Communities of practice: learning, meaning and identity (New York, Wenger, E. (1998) Communities of practice: learning, meaning and identity (New York,

Cambridge University Press).Cambridge University Press).