https://pubs.lib.umn.edu/index.php/mslt <p>The Minnesota Summit on Learning &amp; Technology (MSLT) is the premiere event of the Minnesota Learning Commons and is a gathering place for K-12, college, and university educators and innovators in the Midwest who are committed to effective online and blended learning.</p> <p>To see presentations from a particular year, please visit the <a href="https://pubs.lib.umn.edu/index.php/mslt/issue/archive">Archives by Year</a> page.</p> <p>Note: The MSLT was known as the Minnesota eLearning Summit (ISSN: 2572-9853) from 2015-2018.</p> <p>The <a href="https://sites.google.com/sourcewell-mn.gov/minnesotalearningcommons/mnlc-2023-learning-technology-registration-and-sponsors">MnLC 2023 Learning &amp; Technology Summit</a> is being held Aug. 3, 2023 at St. Cloud State University.</p> <p>The <a href="https://sites.google.com/sourcewell-mn.gov/minnesotalearningcommons/home">Minnesota Learning Commons</a> is a partnership between Minnesota's public education systems to support educators teaching in online, blended, and digital learning environments.</p> University of Minnesota Libraries Publishing en-US Minnesota Summit on Learning & Technology 2688-6022 https://pubs.lib.umn.edu/index.php/mslt/article/view/5665 <p>Diversity, Equity, and Inclusion (DEI) faculty professional development often employs practices that contradict the very approaches we ask faculty to implement: inaccessible materials, no attribution, no alignment to learning outcomes or clear structure, instructor-centered teaching with little active learning, and minimal or inexpert use of teaching technologies. How can institutions ask faculty to implement culturally-responsive teaching practices if they aren’t modeled in trainings? These contradictions between message and delivery reinforce common beliefs that culturally-responsive teaching practices are “too hard,” “ineffective,” or “lacking rigor.”</p> <p>By offering cross-campus Faculty Learning Communities (FLCs) modeling technology-supported, evidence-based practices, Minnesota State inspires faculty to employ teaching innovations that might otherwise seem daunting or labor-intensive. Positioning the instructor as student, these FLCs demonstrate how culturally-responsive teaching, enhanced by informed technology use, facilitates better learning experiences for all students. Recently made available as an OER in the Pressbooks platform, this FLC uses a framework of relationships, relevance, and rigor to inform its design. Data-based evaluation guides a continual improvement process that ensures these FLCs achieve their ultimate goal: creating equitable student outcomes in Minnesota State learning environments.</p> <h2>Outcomes</h2> <ul> <li>Employ frameworks and practices that model culturally-responsive teaching in DEI faculty training.</li> <li>Identify potential uses of technologies to maximize efficiency and scalability in DEI training implementation.</li> <li>Choose strategies for shifting current DEI training practices, from passive and instructor-centered, to active and learner-centered.</li> </ul> Melissa Williams Copyright (c) 2023 Melissa Williams 2023-08-24 2023-08-24 https://pubs.lib.umn.edu/index.php/mslt/article/view/5652 Jessica McMahon Copyright (c) 2023 Jessica McMahon 2023-08-24 2023-08-24 https://pubs.lib.umn.edu/index.php/mslt/article/view/5657 Jeremy Mikla Copyright (c) 2023 Jeremy Mikla 2023-08-24 2023-08-24