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http://ed-psych.utah.edu/profile.php?unid=u0781821
http://ed-psych.utah.edu/profile.php?unid=u0030097
Office: 801-581-3400
The project format is now animated scenarios with visual variety shown
immediately prior to quiz questions.
Emotionally-charged vocabulary is de-emphasized, and only
introduced briefly in the second module.
The initial system focused on academic approaches to
vocabulary strength first, elaborating and applying in progressive
steps. The decision was made to
The heaviness of the topic, and the need for immediate interest
and engagement indicates a much different approach.
The project goal is not to create experts on the topic of
Microaggressions, but rather to create a friendly introduction for those
who might otherwise remain unaware or resistance.
Revisions to the Instructional Analysis will prioritize: reducing amount
of text vocabulary, increasing scenario applications, increasing
immediate user-engagement with scenarios from the beginning of the
first module, and emphasizing follow-up strategies for after
communication errors and microaggressions have already occurred.
System Maps require complete revision to incorporate new content.
Learner Analysis:
o Target learners are EDPS Graduate Students at U of U. Priority is given to
Graduate Student learners who are not from marginalized groups. For the
purpose of this training that group is defined as: Caucasian, and more
specifically Caucasian males.
o Ideally this training could be expanded to include learners from all
Schools and departments at U of U, Graduate and Undergrad as well
as Faculty and Staff.
o The Key prior knowledge of learners is related to their status as Graduate
Students. This implies foundational academic knowledge on a variety of
Learners will primarily interact with the materials through online training
delivery in the EDPS Diversity Committee website.
List of Questions:
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