POSTER A1

Using a Class Wiki to Facilitate Community and Linguistic Inclusivity

Christina Bjorndahl, Carnegie Mellon University
cbjorn@andrew.cmu.edu

A class-wide wiki was used in an introductory linguistics class to facilitate asynchronous student engagement. Students contributed to both “core” categories and those that address JEDI issues, and were assessed using specs-based grading. Results will be presented from pre- and post-surveys done to assess language attitudes.

Watch this 1-minute video

Learn more here

Accessible PDF and additional materials can be found below following video

Additional Materials/Links

For details on the structure of the wiki, including the prompts given to students, check out this page! https://cbjorndahl.github.io/CMUNoLWiki/

This presentation is part of the organized session on Scholarly Teaching in Linguistics in the Age of Covid-19 and Beyond at the 2021 Annual Meeting of the Linguistic Society of America. For correspondence regarding this particular presentation, please contact the author(s) at the email address listed above.

Check out our other POSTER panel presentations:

POSTER Session A: Course Design [11:00am]
  1. Using a Class Wiki to Facilitate Community and Linguistic Inclusivity (Bjorndahl)
  2. Offline vs. Online Modalities in Extracurricular Programming (Lucovich)
  3. Diversifying the Field: Activities to make linguistics more relevant (Mantenuto)
  4. ADA Compliance and Teaching Linguistics Online: Best practices and resources (Miller)
  5. Contract grading in Introductory Linguistics: Creating motivated self-learners (Paraskevas)
  6. Course Design Principles for a More Diverse Professoriate (Truong)
  7. Rethinking Extra Credit: How gamification can reduce grade inflation and strengthen soft skills (Welch)
POSTER Session B: Learning Activities [11:30am]
  1. Podcasting in a Pandemic for Teaching, Outreach, and Justice (Anderson, Bjorkman, Desmeules-Trudel, Doner, Currie Hall, Mills, Sanders, Taniguchi)
  2. Interactive Activities for Asynchronous Introduction to Linguistics (Curtis)
  3. Team Based Learning and English Grammar: Building community and lowering affect (Launspach)
  4. Replacing Traditional Sections With Teams-based Groupwork: Remote learning and beyond (Lee)
  5. Journaling About Progress and Errors (Nordquist)
  6. Making Online Group Work Appealing Through Wikipedia Editing (Stvan)
  7. The impact of Metacognition in Linguistics Courses (Vallejos & Rodríguez-González)
POSTER Session C: Teaching a Specific Topic in Linguistics [12:00pm]
  1. From “Hello World!” to Fourier Transforms: Teaching linguistics undergraduates to code in ten weeks or less (Blaylock)
  2. Active Learning in Asynchronous Introductory Linguistics: Successes and challenges (Bunger)
  3. All in With Google Slides: Virtual engagement and formative assessment in introductory sign language linguistics (Geer)
  4. Fostering Learner Investment Through Objectives-based Evaluation and Structured Independent Research Projects (Nee & Remirez)
  5. Teaching Grammaticality with Online Tools (Rapp Young)
  6. Ten Trees a Day: How Gwilym the Trilingual Buffalo and Insights from Learning Science Can Improve Syntax Skills (Santelmann)
  7. Teaching Teachers Phonetics: The design and implementation of an asynchronous online English phonetics course (Weinberger, Almalki & Olesova)

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