Fostering LGBTQ2S+ Inclusion in Online Learning
This content explores creating learning partnerships with LGBTQ2S+ students in online education, focusing on key positions in self-authorship, a learning partnership model, and three key practices for effective learning partnerships. References to theories and models of practice for self-authorship education are provided to guide educators in promoting LGBTQ2S+ inclusion in online learning environments.
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Presentation Transcript
Creating Learning Partnerships with LGBTQ2S+ Students Michael Denton, PhD University of South Florida denton2@usf.edu @jmichaeldenton (Twitter) FOSTERING LGBTQ2S+ INCLUSION IN ONLINE LEARNING
Key Positions in Self-Authorship External Foundations Trust authorities and others visions only Crossroads Torn between the voice of self and others Internal Foundations (self-authorship) Trusting self to decide what to believe; follow own vision for success
Learning Partnership Model: Three Key Assumptions Knowledge is complex and socially constructed Self is central to knowledge construction Authority & expertise were shared in mutual construction of knowledge
Learning Partnerships Model: Three Key Practices Validate learners capacity to know Situate learning in learners experience Mutually construct meaning
References Baxter Magolda, M. B. (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Stylus. Baxter Magolda, M. B. (2009). Authoring your life: Developing an internal voice to navigate life s challenges. Stylus.
