It might seem like a no-brainer, but creating inclusive courses requires putting in the time to examine the way we write and speak. After all, we don’t all have the same culturally influenced lexicon. This week the Teaching Innovation Center’s instructional designers Sarah Prosory and Lenora Ott, discussed ways our written and spoken language can be clarified to create a better course experience for learners.
According to UDL 2.1 “To ensure accessibility for all, key vocabulary, labels, icons, and symbols should be linked to or associated with, alternate representations of their meaning (e.g., an embedded glossary or definition, a graphic equivalent, a chart or map). Idioms, archaic expressions, culturally exclusive phrases, and slang, should be translated.” There are a few simple ways they recommend addressing this in your course that we selected for further application:
To clarify field-specific vocabulary and jargon consider providing students with a list of most common terms and definitions at the beginning of the module or have them collaboratively create a list of defined vocabulary terms as an assignment.
It may also help to have a colleague outside of your subject review your writing, and for you to do the same for them. Areas reviewed could include syllabus, course pages, and exam questions and answer choices.
We also recommend using a technology tool like Grammarly, free software with a Chrome extension that analyzes your writing for spelling, and syntax errors. It will work in Google Suite, email, and even within your Canvas editing applications. The desktop version will work in the Microsoft Suite.
The way we speak is influenced so much by our personal experiences, and surroundings it’s not something we actively think about. Adjusting the way we speak can be more challenging than the way we type since we can not always see it in real-time. The way we speak should follow the same guidelines as the way we write. Clarifying our phrases and choices. Here are some recommendations for improving the spoken word:
Zoom displays and records dialogue in the classroom as a transcript which can be edited later as needed. It shows who is speaking when. It is suited for virtual, ASU Sync, and Online teaching.
Google Slides displays captions in real-time at the bottom of the screen but only shows the instructor. However, Google captions are not recorded and can not be edited later on, even if you are recording your Zoom session. So they will show up on video recordings, but they aren’t stored anywhere by Google. This captioning software is better if giving a presentation live in-person.
It might seem like a lot of work to implement these ideas into a course, but clarifying your language and asking for feedback from students can help create a less anxiety-inducing learning environment for everyone. Besides, we promise once you get the hang of it, it will be a piece of cake.
Universal Design for Learning
The presentation explored the Universal Design for Learning Principle 2: Language and Symbols, Checkpoint 1: Clarify Vocabulary and Symbols. Universal Design for Learning (UDL) Guidelines are based upon scientific exploration of how humans learn and take into consideration burgeoning research from the fields of education, psychology, and neuroscience. The final goal of UDL is “to change the design of the environment rather than to change the learner”. The guidelines set forth by UDL help instructors create learning environments that accommodate as many learners and learning styles as possible.According to UDL 2.1 “To ensure accessibility for all, key vocabulary, labels, icons, and symbols should be linked to or associated with, alternate representations of their meaning (e.g., an embedded glossary or definition, a graphic equivalent, a chart or map). Idioms, archaic expressions, culturally exclusive phrases, and slang, should be translated.” There are a few simple ways they recommend addressing this in your course that we selected for further application:
- “Pre-teaching vocabulary and symbols”
- “Embed support for vocabulary and symbols within the text (i.e. hyperlinks)”
- “Embed support for unfamiliar references within the text (e.g., domain-specific notation, lesser-known properties and theorems, idioms, academic language, figurative language, mathematical language, jargon, archaic language, colloquialism, and dialect)”
Examining the Written Word
The Guide for Online Global Course Development for a Global Audience: Faculty Edition suggests avoiding the use of the following without clarification:- Idioms- “hand in” (submit), “for good” (permanently), “piece of cake” (easy)
- Slang- "OMG"
- Acronyms- Use the full name the first time it appears and re-reference it fully once in a while.
- Field-Specific Vocabulary
- Phrasal Verbs- "look up" (research), "turn in" (submit)
- Figurative Language- "toxic work environment" (there isn't really poison in the air)
- Large Numbers- " 1,100 is one-thousand one-hundred" instead of "eleven-hundred"
- And Measurements- use both Imperial and Metric
To clarify field-specific vocabulary and jargon consider providing students with a list of most common terms and definitions at the beginning of the module or have them collaboratively create a list of defined vocabulary terms as an assignment.
It may also help to have a colleague outside of your subject review your writing, and for you to do the same for them. Areas reviewed could include syllabus, course pages, and exam questions and answer choices.
We also recommend using a technology tool like Grammarly, free software with a Chrome extension that analyzes your writing for spelling, and syntax errors. It will work in Google Suite, email, and even within your Canvas editing applications. The desktop version will work in the Microsoft Suite.
Practicing the Spoken Word
The way we speak is influenced so much by our personal experiences, and surroundings it’s not something we actively think about. Adjusting the way we speak can be more challenging than the way we type since we can not always see it in real-time. The way we speak should follow the same guidelines as the way we write. Clarifying our phrases and choices. Here are some recommendations for improving the spoken word:
- Slow down, and use pauses.
- Define idioms, acronyms, or colloquialisms after you say them (which also helps reinforce your presented idea)
- Listen to recordings of yourself speaking and identify the parts of the language you normally use, as well as the frequency of filler words and phrases like “um”, “like”, “you know what I mean”.
- Be honest with your students about wanting to be easily understood and heard. Have a conversation at the beginning of the term. Ask for feedback and maybe even create a Slack channel to ask if there is anything that could be clarified. Let students know it’s ok to ask you to slow down or repeat things.
- Providing examples within assignments about what is and isn’t acceptable for the completion and submission of an assignment. Include samples or demonstration videos when necessary. (This overlaps with the written word)
Be Seen and Heard During your Lectures
Lastly, we recommend enabling captions in your lectures, and not just the recorded ones. Both Zoom and Google Suite display captions during presentations.Zoom displays and records dialogue in the classroom as a transcript which can be edited later as needed. It shows who is speaking when. It is suited for virtual, ASU Sync, and Online teaching.
Google Slides displays captions in real-time at the bottom of the screen but only shows the instructor. However, Google captions are not recorded and can not be edited later on, even if you are recording your Zoom session. So they will show up on video recordings, but they aren’t stored anywhere by Google. This captioning software is better if giving a presentation live in-person.
You can learn more about Zoom Captions (being Beta-tested by ASU) here.
You can learn more about Google Suite/Slides captions here.
Call to Action
What situations have a lack of language clarity created in your course? What steps did you take to resolve the issue? Let us know at tic@asu.edu! We have one more Teach Talk webinar this year, focused on evaluating inclusive course design. We invite you to join us on December 8th at noon: Frameworks for Evaluating Inclusive Course Design.Resources
- Universal Design for Learning Guidelines (UDL)
- Guide for Online Course Development for a Global Audience: Faculty Edition
- Grammarly
- Zoom Captions (Remember ASU is in the testing program for the new captions program not listed on the Zoom website)
- Google Slides Presentations Captions
Post Author: Lenora Ott is an instructional designer in the Center for Evolution and Medicine and the School of Life Sciences at Arizona State University. Lenora assists faculty with developing and launching their online courses and provides long term evaluation, redesign, and support for online coursework. Her passion is empowering faculty to create meaningful learning experiences for their students and themselves online. She has worked in higher education for 7 years and has a Master of Science in Global Technology and Development from Arizona State University and a Graduate Certificate in Educational Technology from Northern Arizona University.
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