Browsing by Author "Fox, Alexandria"

Now showing 1 - 7 of 7
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    Building A Culturally-Responsive and Future-Looking STEM Video Game
    (2022) Price, Jeremy F.; Fox, Alexandria; Russo, Kelly; Murray, Ryan; Knoors, AJ; Bulanov, Maxim; Smith, Je'Nobia; Arora, Akaash
    Taking tests “well” is not an essential skill in “real life,” but for the current moment is the primary way students, educators, and schools are evaluated on their knowledge and skills. As a tool of white supremacy and coloniality, tests are incorrectly treated as proxies for general worth and future successes in learning and careers. The neoliberal logics that underpin the testing infrastructures ensure that those who demonstrate achievement are able to engage in deep and authentic learning while those who do not are relegated to ongoing “drill-and-kill” experiences (Au, 2016; Behrent, 2016). Understanding the genre of testing (Hornof, 2008; Poe, 2008) in order to “beat it at its own game,” so to speak, is one way of exposing the “codes of power” (Delpit, 1988) that are denied to and hidden from many urban Black, Brown, and poor students. Understanding the underlying rules and structures is a prime opportunity for a science fiction-themed game, even for elementary students. To help students recognize these rules and to expose the codes of power, we are constructing a game to help urban students in grades 3-5 succeed on standardized math test, particularly the Indiana statewide iLearn exam. This living, changing, evolving working paper provides a place from which to start on this game, drawn from hours of dialogue and research. Inherent within this approach is holding multiple true ideas which may contradict each other in tension.
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    Building Teacher Capacity for the Success of All Learners
    (2022) Price, Jeremy F.; Waechter-Versaw, Amy; Russo, Kelly; Fox, Alexandria
    It is important to build internal team and educator capacity to promote accessibility and inclusion in online courses by focusing on Assets-Based Frames and Inclusive Multiple Modes.
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    The Five Senses of STEM Learning
    (2022) Price, Jeremy F.; Santamaría Graff, Cristina; Waechter-Versaw, Amy; Moreland, Brooke; Magee, Paula; Hall, Ted; Willey, Craig; Bulanov, Maxim; Knoors, Anneleen Johanna; Fleming, Da'Meisha; Fox, Alexandria; Murray, Ryan; Russo, Kelly; Arora, Akaash; Franklin, Jeffery
    The Five Senses of STEM Learning is a framework and approach to teaching, learning, curriculum, and pedagogy deeply grounded in Culturally Relevant Pedagogy (Ladson-Billings, 1995, 2016) and Universal Design for Learning (Meyer et al., 2013; Rose & Meyer, 2002) while also incorporating a range of ideas and concepts that are specific to STEM learning and strengthen the connections to the particular contexts of the science, technology, engineering, or mathematics learning environment.
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    SMART Goals Tool Guide
    (2024) Bulanov, Maxim; Fox, Alexandria; Kirby, Gabrielle; Knoors, A.J.; Arora, Akaash; Price, Jeremy F.
    SMART goals are more than tools; they guide students in breaking aspirations into manageable steps for personal and academic growth. By teaching SMART goal setting, we empower students with life-long skills that extend beyond the classroom, fostering their journey towards achievement. The SMART Goals tool provides a comprehensive platform for students to create, monitor, and celebrate their SMART Goals. Whether they are pursuing academic excellence, personal growth, or a combination of both, the tool offers a structured and supportive framework. As students embrace the tool, they embark on a journey of empowerment, resilience, and coolness that transcends the walls of the classroom.
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    Transformative Praxis: A Critical Design Framework for Belonging and Inclusion in Technology-Rich Learning Spaces
    (Indiana University Press, 2023) Price, Jeremy; Smith, Je' Nobia; Fox, Alexandria
    Drawing on transformative, critical, and culturally responsive and sustaining traditions of pedagogy and instructional design, we present a technology-focused framework for decentering normative forces along the lines of race, ethnicity, class, language, religion, ability, sex, and gender in online higher education learning spaces that honors each participant for who they are with respect to their identity markers and their intersectional community memberships to promote inclusion and belonging. These normative forces—which simultaneously crowd out and make hypervisible diverse identities—predispose the ends and processes of teaching and learning and structure the nature of academic disciplines. This is particularly apparent online where engagement is decoupled from traditional anchors of relationships and influenced by difference-blind neoliberal perspectives. In response, we provide a framework for inclusion and belonging along two vectors. The first vector is a critical design process inspired by backward design principles: inquiring, translating, activating, and reflecting. The second is a set of inclusive considerations grounded in culturally relevant and responsive pedagogy and the Universal Design for Learning framework: asset-based frames, authentic multiple modes, and mixed mirrors and windows. This process includes an opportunity to interrogate the role of technology as a mediator of learning and teaching for belonging. We further assert that the instructor also needs to engage in identity work to interrogate their positionality in online environments with respect to not only observable and cultural identity markers but also academic disciplinary identity. To illustrate our framework, we provide reflections on the design and enactment of online and technology-rich activity structures that promote inclusion and belonging.
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    Transformative Praxis: A Critical Design Framework for Inclusion in Technology-Rich Learning Spaces
    (Indiana University Press, 2023) Price, Jeremy; Smith, Je' Nobia; Fox, Alexandria
    Drawing on transformative, critical, and culturally responsive and sustaining traditions of pedagogy and instructional design, we present a technology-focused framework for decentering normative forces along the lines of race, ethnicity, class, language, religion, ability, sex, and gender in online higher education learning spaces that honors each participant for who they are with respect to their identity markers and their intersectional community memberships to promote inclusion and belonging. These normative forces—which simultaneously crowd out and make hypervisible diverse identities—predispose the ends and processes of teaching and learning and structure the nature of academic disciplines. This is particularly apparent online where engagement is decoupled from traditional anchors of relationships and influenced by difference-blind neoliberal perspectives. In response, we provide a framework for inclusion and belonging along two vectors. The first vector is a critical design process inspired by backward design principles: inquiring, translating, activating, and reflecting. The second is a set of inclusive considerations grounded in culturally relevant and responsive pedagogy and the Universal Design for Learning framework: asset-based frames, authentic multiple modes, and mixed mirrors and windows. This process includes an opportunity to interrogate the role of technology as a mediator of learning and teaching for belonging. We further assert that the instructor also needs to engage in identity work to interrogate their positionality in online environments with respect to not only observable and cultural identity markers but also academic disciplinary identity. To illustrate our framework, we provide reflections on the design and enactment of online and technology-rich activity structures that promote inclusion and belonging.
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    Word Problem Solving Strategies (Grades 3–6)
    (2023) Murray, Ryan; Arora, Akaash; Bulanov, Maxim; Smith, Je' Nobia; Fox, Alexandria; Russo, Kelly; Knoors, A. J.; Fleming, Da'Meisha; Price, Jeremy F.
    In this material, we will explore four key word problem solving strategies specifically tailored for students in grades 3-6: reading multiple times, visualizing the words rounding and estimating, and error analysis. These strategies are designed to enhance students' problem-solving abilities, critical thinking skills, and overall performance on solving word problems.