Figures 4.1 and 4.2

Book cover of "Online, Open, and Equitable Education: Lessons from Teaching and Learning during the Global Pandemic" Edited by Nancy Turner, Nick Baker, David J. Hornsby, Aline Germain-Rutherford, David Graham, and Brad Wuetherick
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doi.org/10.36284/celelon.oa7

ISBN: 978-1-951414-12-2

July 2024

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We reproduce figures 4.1 and 4.2 from Online, Open, and Equitable Education, so that readers can take a closer look!

Figure 4.1. Organizational graphic of Walking the Line of Poverty redesign and major guiding elements

A graphic shows the description, digital tools, Foundry elements, and equity guiding questions for the 6 scenes in the Walking the Line of Poverty activity: Setting the stage; creating a family budget; deciding what to leave out; making the hard decisions; reflections; and debriefing.

Figure 4.2. Foundry elements that guided the collaborative aspects of the virtual learning experience for Walking the Line of Poverty

Organizational graphic shows the Renaissance Foundry Template for lesson planning. Challenge: Task students with creating a family budget that adequately incorporates sociological concepts related to poverty. Organizational tool: Cue logging and lesson planning the activity into different collaborative stages. In the first iteration of the activity, the learning cycle is “setting the stage”: Students engage in an overview of sociological terms and concepts related to poverty. The linear engineering sequence is “creating the budget”: As a group of four, students are asked to create a monthly budget that falls under their yearly income. In the second iteration of the activity, the learning cycle is “deciding what to leave out”: Students look up information on a budge category and become experts in that area. And the linear engineering sequence is “making the hard decisions”: As a class, come together as groups of experts and discuss how to configure the main budget. Resources such as Zoom, Google Docs, search engines, phones and computers are used in all these learning cycles. The prototypes of innovative technology is “reflections and debriefs”: Students create a final budget and reflect on their overall experience and decide what iterations of the budget are the best option.