HomePublicationsOpen Access SeriesOnline, Open, and Equitable EducationSection 1 Chapter 4: Cue Logs and Equity: A Poverty Activity Redesign in the Age of COVID-19Download Chapter Book MenuOnline, Open, and Equitable Education SectionsSection 1Section 2ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Book Resources Contributors Download BookOpen access PDFdoi.org/10.36284/celelon.oa7ISBN: 978-1-951414-12-2July 20243.7 MBMetrics: 1340 views | 338 downloadsISBN: 978-1-951414-13-9Print Edition Coming Soon Andrea Arce-Trigatti and Shawn GauldenThis chapter by Arce-Trigatti and Gaulden discusses challenges and strategies in transitioning postsecondary education to online formats due to the COVID-19 pandemic, focusing on redesigning a poverty simulation activity for digital platforms. The original activity, used in an undergraduate sociology course, involved students creating a family budget based on local poverty lines. The transition to online learning highlighted the digital divide, prompting the integration of equity-focused redesigns, including the Renaissance Foundry Model and Five Principles of Equity and Design. These frameworks supported the adaptation by addressing digital inclusion, ensuring engagement, and fostering equity in student interactions. The redesigned activity emphasized structured online interactions, cue-based transitions, and adaptations to accommodate technological constraints faced by students. The study reflects on these changes and the broader implications for equitable online education. Chapter DOI: https://doi.org/10.36284/celelon.oa7.4. Related Book ResourcesFigures 4.1 and 4.2Discussion Questions How do the Renaissance Foundry Model and the Five Principles of Equity and Design specifically support the transition of traditional classroom activities to an online environment? What are some of the unique challenges of conducting poverty simulations online, and how were these addressed in the redesign? In what ways does the digital divide impact student engagement and learning outcomes in online education settings? How can instructors use cue logging effectively to manage online classroom dynamics and ensure all students are engaged? What role does digital equity play in ensuring all students have equal access to learning opportunities, particularly in lower-income areas? Reflecting on the experience shared in the study, what are some future strategies educators can employ to further enhance equity and inclusion in online learning environments? Share:
