Suggested Further Readings
Ethics, Accessibility and Care in Remote Learning
- Lucas Ashby, Nicole E. Cote, Kelly Cotton, Yuxiao Luo, Zoë Markovits, and Eva Sibinga: Understand COVID-19's Impact on CUNY Students
- Meira Levinson: Educational Ethics During a Pandemic
- Luke Wood & Frank Harris (CORA)'s webinar on: Employing Equity-Minded & Culturally-Affirming Teaching Practices in Virtual Learning Communities
- Heydon Works: How Screen Reader Users Access the Web
- W3C: How People with Disabilities Use the Web
Data Privacy and Course Planning
- Checrallah, M., Sonnett, C., & Desgres, J. Evaluating Cost, Privacy, and Data
- CUNY School of Professional Studies: Faculty Community Site
- Universal design for learning goes more in-depth with the different features of universal designs
- CUNY School of Professional Studies' Course Design & Development Tutorial Introduction for a step-by-step guide to creating a course with access in mind.
- Teach @ CUNY Institute Equity and Access in the Online Classroom.
- Thinking about the tool(s) you are choosing to use for class (e.g. Zoom, Blackboard, YouTube), how might you communicate to your students the tradeoffs you have chosen to make in employing the tool? Remember, there is no "perfect" or "correct" tool, just an honest consideration for the tool(s) of your choice.
- Consider your course syllabus for Fall, what are some steps you would take to make the materials more accessible?
- For example, if you are using .pdf files, how can you ensure that students with visual impairment are able to access the reading? Or if you are using an audio file (e.g. an interview recording), what choices can you make to ensure that students with hearing impairment can access the material?
- Consider students who might have unstable internet connection, how would you ensure that they are able to continue participating in class?
- For example, what decisions might you make for "class participation"?