 I have a quite good voice that we need to use the mic. Yes, so it's two o'clock. Welcome everybody because some more participants in person coming in but out of respect to people connecting online specifically at this time to hear about gender equity and online learning a case for gender responsive pedagogy because Joanna Wilde who is presenting work that she's done with and submitted to old with John Howe and without further ado I let Joanna present. I will issue a reminder when you go 10 minutes left just so you are and so we have sufficient time to get interaction. So thank you very much. Hello everyone. Thank you for coming and for such great numbers. I'm Joanna Wilde. I have a dual role. I work at INASP which is international network for advancing science and policy and I'm an independent consultant founded my own company online learning for all and I'm going to present something and we're going to have a workshop. It's a workshop session around gender responsive pedagogy and that was prepared together with my cove guard who couldn't come here today so I'll be by myself running the workshop. So what are we going to do? I'm going to present the gender responsive pedagogy framework. It will take me about 10 minutes then I'm hoping to take some questions from you and clarifications and then we're going to have group work. So we're going to try and apply a checklist that is derived from this gender responsive pedagogy framework to a sample course and then we're going to have a plenary in which we're going to just observations from this group work. So where did the approach come from? We developed the approach in a project called transforming employability for social change in East Africa and it was project funded by FCDO between 2018 and 2021. The aims were basically to work with four universities two in Uganda and two in Tanzania to encourage incorporation of critical thinking problem solving and gender responsive pedagogy within the curricula and we worked very closely in a partnership with faculties and social entrepreneurs, employers, students as you can see one part of this work was around gender responsive pedagogy and this is what I'm going to talk about today and from that work we were aiming to develop a model that and tools that could be then scaled up across especially East Africa to start with and then in other countries in Africa. So how was gender responsive pedagogy the defined in this project? Firstly the learning needs of men and women learners are addressed in teaching and learning processes inside and outside of the classroom and secondly teaching staff are gender aware and gender responsive in their planning and facilitation of courses and I continuously reflecting and adapting. So as I mentioned we wanted to develop a model something that would be scalable so we ended up by developing a framework and gender mainstream in higher education toolkit and this is something that we then later on went on to adapt for online learning. I'm not going to go into the results of this project because we had a home monitoring and evaluation pillar and what I wanted to say and you can go to slides on the Google Docs if you are interested in some details is that it has proved to work so we've had seen positive impact both on lecturers and students in terms of gender responsiveness. Why I'm saying that because that encouraged us basically to think as you can see also the project was running it's a kind of final year was running already during the COVID times that encouraged us to think about how we can actually use the systematic approach into what we do online. What I forgot to mention is that that is basically working with early career researchers in the global south and we do that through basically both a face-to-face capacity development approach and a lot of online approaches that range from self-study courses to facilitated courses to big MOOCs. So before we went into adaptation of this framework we were gender aware we always had this gender lens but it wasn't used in a very systematic way when we were designing our courses or training our facilitators. It was not something that would be like a framework and particular approach that we would use. We systematically collected data on gender since 2010 but we had limited resources and time capacity to do the analysis. So we were accumulating this data doing some analysis but we didn't have much time and then 2020 COVID happened and we started having a lot of queries from our partners from the global south into okay we have to go online how we do it you've been doing this with us can you help us. So then we went on and spent time on actually consolidating that learning and on conducting a meta-analysis of all the data that we had since 2010 looking at various aspects and gender was one of them equity was one of them. So we went on and published a book and if you are interested there is a QR code on your table where you can scan it it's open access book published with African Mines in January 2023 so very fresh of the press where you have more details about it and I'm just going to give you some insight into some of our findings around gender. So women learners are only slightly represented on our courses usually there are four and ten learners sometimes half sometimes more than a half it depends on the particular topic. They tend to complete they have slightly higher completion rates interestingly than men and why I say interestingly because they seem to face many more challenges and many more disruptions to learning and still they have slightly marginally but higher completion rates. They tend to access our courses more through mobile phones than men do and they start with lower confidence levels but they finish our courses with slightly higher reported confidence levels than men do. They tend to be timid initially on the discussion forums also related to confidence and finding your own voice in the online spaces and they tend to like our quizzes so they are much more engaged through quizzes that for instance men are. So these are some of the findings and then we realized how many gender gaps we have how many things we just don't understand that we would like to be able to understand and therefore we've developed a more systematic approach to collection of data and disaggregating of data by gender and we committed to a deeper analysis going forwards and so in terms of the systematic approach to gender we have set off to look at the framework we have developed for a face-to-face context for the context of a higher education classroom in Uganda and Tanzania and seeing you know what are the similarities what we can take for online learning. So the aim was to support designers and facilitators to integrate gender responsive pedagogy into the design and facilitation of online events and courses and the process was basically in house review so we created our own team where we looked at the framework we started adapting it we tested it internally and then we commissioned an external review with a with a gender expense from Kenya and now I'm using the opportunity to be here at ALT to kind of test it with the with the ALT community and see what you think about it and this is this is why we're having this workshop so you're going to be able to try it out and then provide your feedback give us your ideas about it. So we've developed three types of resources one is a framework for gender responsive pedagogy on online learning second is a matrix with steps for learning designers and for facilitators that they can take to make the courses more gender responsive so it's very practical and finally a minimum checklist so that that's kind of something more kind of handy to to support the design process but also the review of the courses so you can use it you should use it basically when you design the courses but you can also use it to kind of review particular courses and say okay are they are they gender responsive or not so very briefly about the framework. So the framework consists of seven teaching and learning spaces and these are those orange boxes in the outer circle and six dimensions of gender which are the green boxes in the inner circle and and now the idea is that you can take any of the teaching and learning spaces so the orange boxes and then you can think through the six dimensions of gender and think how they interrelate and how does this dimension of gender place out in this particular space I'm going to give you an example if we take teaching and learning materials and representation then you are going to think about and and look at your course men both men and women students represented in your course materials and if they both represented what is the percentage what is the ratio and that links very closely with equality in equity okay they are represented but how they are represented and what kind of roles they are represented and how can you promote greater gender equality and equity through those materials if we move to stereotypes so you basically look okay do we have any stereotypes in those teaching and learning materials and if you do then it doesn't necessarily mean you have to throw away the teaching and learning material it basically means that you might want to have an active discussion with your students about these stereotypes and and kind of make them more aware make them more gender sensitive why they are caring so have those gendered conversations in your classroom seeming very with bias is there any bias in your materials and if there is what is the impact of that on your learners what might be the impact how might it impact on how they think about themselves and whether they they might internalize some of the bias and again you can just have informed conversations with your students about that you don't necessarily have to discard those materials going into teaching into interaction and space before you develop your teaching and learning materials what do you know about your men and women learners in terms of the needs and how to set up the learning space are the particular configurations that will be more helpful for them for instance we've learned that mobile phones are greatly used by women so now we are more aware of setting the spaces in the mobile app rather than designing only in the platform and finally power and empowerment so the question here is you know what kind of roles are being portrayed in your teaching and learning materials do you try to empower both genders in terms of even going against some stereotypes and for instance your discipline so that's the framework and I'm going to pause here and see if there are questions what kind of questions you have I'm going to be strict here I'm going to try to do five minutes only because I would like you to really get hands on with the framework and try it out and we only have an hour not even anymore no questions that's great I mean there will be plenty I'm sure when we start actually working with this so we need to organize ourselves in groups if that's okay and I have actually tables on which I have some handouts so can we please try to I don't know how many are we three four 20 25 okay excellent that's perfect because I have five tables and there will be like four people in each table and please try to when you try to come so the tables they have handouts is this one the first one the second the one at the back and and the one here right those tables don't oh and this one here excellent so if people who are sitting at the other tables can place themselves but please be gender sensitive so let's try to have mixed groups also at those tables okay so have a look around I don't think we have time about the gender composition and try to be create mixed groups when people are organizing themselves I wonder if there is anything like this in the online program participants to look at is this in Google Docs no okay I mean I have I have it online in terms of the the activity the problem is that I had a QR code on the last slide and it's still not my latest slide so you don't think it's displaying so yeah I was just thinking about the online participants how would they engage so the online participants have also access to the Google Docs right yeah so in the Google Docs there should be the latest presentation and in the latest presentation also there is the checklist but I'm not sure whether I can organize now both I'm just give them instructions for them to follow and then obviously they won't be able to see what's happening each table or as long as they can engage somehow okay so if the online participants go to a slide number just a moment in the Google Doc material to slide number 13 group work and you can do it individually totally and number 14 you can create an account in our model space and then you can go into the course that I've there is a QR code that you can see as well at the moment and you click on the QR code it leads you to a kind of sample course that you can review now in this presentation in this presentation I can't see it at the moment but in the Google Doc for the conference you will see the latest version of the presentation and there is another slide instead of slide 15 which has two QR codes and that is a QR code to the checklist so you can use the checklist to assess the scores against gender responsive criteria and you have access to the guidance but unfortunately my slide is not displaying and I can't take you there so I hope that you are able to yeah that you can basically go to the to the folder on the Google Docs and clean or the presentation and they shall be there so I'll let you roam thank you if you want to leave the mic for that if you want to just interact with your tables okay thank you thank you so much for organizing yourselves now very briefly introduction to the group work so in your group you can choose choose a course or module that you want to review so I know some of you will just have access to your own courses your own modules so you can have a look at them right and if you don't have I mean you can access them via your smartphone or laptop if you don't just work in the group just work with your colleague who might have access here so you have to kind of decide what you're working on if not you can work on the sample one and I will give you the details in the next slide and the sample one is from our courses is a self-study tutorial that we are revising at the moment and you can access it I'll give you the details and then you can review this one I mean there are benefits to choosing one or the other if you choose yours you can basically apply it it's relevant to what you're doing currently and and you know the course if you do the second I'm going to provide you with the sample review at the end so you can kind of see what a gender expert said when doing the review of that course about that particular module so I will let you choose so that's one thing you have to do per group and you review this module focusing on four teaching and learning spaces because these will be the only option here teaching and learning materials methods and activities assessment and language and so on your tables you will find the checklist that you use and you basically provide the marking and your notes and you can find guidance which is a kind of bigger document that's basically for you to scan to just get an idea of what the learning designers and facilitators can do in in in those spaces so when you when you work on it I would like you to use the cards yellow and pink to basically provide recommendations to improve the particular course or module you are reviewing so when you review it with the checklist write down recommendations how would you see this course module being improved and maybe you can use yellow cards for that and then a second task is for you to think about the checklist do you have any questions what kind of how was the process for you what works well what doesn't what recommendations for improvements would you give us in terms of the checklist and the process is that more or less clear I know it's a lot for an hour but I'm hoping you're gonna at least get the idea of how this framework works and I'll be walking around and you know if you have any questions queries please ask me and I'll be there to help so what time is it now 221 221 it's okay so we have half an hour roughly for that and then we're gonna just go into the plenary and each table I would like to ask to share some insights from that process is there okay and if you kind of decide who's gonna report back let's try to be again kind of thinking about the the the gender aspects of it okay thank you thank you everyone for your amazing work and vivid conversations we're gonna try to go back to plenary so that we can share some of those insights that you can share some of the so we have literally like two minutes per group and basically I would like to ask you to to share your insights about you know first of all what kind of improvements would you recommend for the course designers and second about the process itself how did you find it and what would you improve about the framework about the the checklist and the guidance I know it it was a lot in a very short time but I'm hoping that you anyway enjoyed the kind of experience of doing this kind of gender audit so I'm gonna start with table on the left why not can I ask that one am I doing that right so we looked at the the plagiarism course the sample course we thought for improvements it didn't really address many gender dimensions really in plagiarism so we thought that could actually be an area that it could improve on and we thought perhaps for the the video resources where things were more visual there could be a more gender diverse cast in that instance there was I think one video and it did actually have two female people in it but thinking sort of more generally perhaps there could be multiple options or just for more visual resources that could be more important and I mean generally we we thought that the checklist was really great and we certainly thought particularly on that first point about looking at gender dimension at all for this kind of topic probably wasn't something that would have occurred to us and that was missing till the checklist you know asked us to look for it and we did think just for a couple of them it was kind of hard to ascertain on the choice as if it was to some extent or to a large extent where it was things like looking for representation so where we were thinking we're looking for something to be 50-50 does that mean a large extent is where it's equal or maybe that would be context-dependent again if it was something that maybe should be imbalanced. Yeah thank you very much can I go to the second table at the back please? Mike is coming. Excuse me let me just stand behind you or maybe it's okay don't worry. I know that this group reviewed a different course I think the only one. Yeah we reviewed my course that I just I just started working here and they were like you're going to teach this in three months so it was useful to look over it because there's a lot to improve I thought and generally we found the process a bit hard because there's so much in the course and there's so little time to go over it but the checklist I think was quite clear and helpful in stimulating some different questions and what we would improve in the course is that it's always been taught by women and now another woman is going to be teaching in it and it might be good to have a bit more variety in that also in the video. And it would be good to reflect on maybe gender and other demographics in in the technology so the course is about critical considerations of use of technology and we could easily include a gender dimension in this there's a lot of ethical considerations and stuff like that but not so much are more women using this technology or more men for example the mobile phone use that you mentioned before that could be really useful to just make them consider as well. And some some things that we took out of the checklist was procedures for how to engage in the course things like that for using the technology those are they all exist but they're not necessarily integrated with the course so that would be really useful to make it even more accessible. And I found out I didn't get the briefing on gender bias myself which I should have had so it's a good reminder to get that done. Yeah thank you so much sorry fantastic feedback and I'm going to go over to this table and I'm going to ask you to speak now what's in there? Please go ahead just trying to be gender balanced so I know we have men and women in that session so I'm trying to give voices to both. Okay so yeah very similar to the first table in terms of our general reflections we can add a couple more points yeah so the resources in general were good we noticed that there are a couple of points particularly when citing referencing literature that perhaps that tended to sway towards male authors very very much based in the science discipline as well so potentially broadening that out and getting it to speak to a wider variety of disciplines might be something to consider. There were a couple of points where I think external industry or repression contexts are referenced by the use of quotes and we were discussing potentially that might be useful to have some sort of individual activity where the the participants the person looking at this particular course could answer a reflective question to consider how you know their own gender that they identify with and how that interplays with the personal context as well so there's a bit of reflection there. What else did we have? Yeah and then there were I suppose we we also leaned into some of the more general inclusivity aspects as well so there was an interesting point made around I think there was a use of a quote again where there was some colour highlights and actually we were discussing actually statistically men are more likely to have some kind of colour blindness so actually it's just considering that in the makeup and the design of that particular resource as well so yeah just they're just a few points to add in addition really. Thank you very much and improvements to the checklist itself? I don't know if you both have any reflections on that feel free to. Yeah yeah I think yeah exactly in general it's you know uses the term you know male female men and women so just acknowledging yeah that the you know if you're gender neutral whatever and yeah so that's a very very valid point so to give you the context that's for the we work with the countries in which the legislation is very often against it so we don't think we we did we talk everywhere women students and men students because that's at least allows us to think also trans women trans men but we cannot really voice that working with our partners and I think if you think about what Marianne Scott was talking today about we just okay it's just one step you know you start somewhere and then then you continue so we have constraints in which we work but that's a very good point and I'm gonna go over to this table you go four minutes in total excellent because we have two groups left two minutes one group are you very very good on time. So for recommendations for the course one thing that we just added here that I think kind of encompasses everything is just add more so like more examples just because there was we were finding very little examples showcasing like male and female characters I think we saw one mention of a he when it was referring to researchers which can then tie the idea back to researchers are yeah so seeing more examples of people we wanted to see more like interactive activities and quizzes and stuff like that because it was all it was very reading intensive and seeing a big block of text can just be very difficult to engage with and thinking about quizzes which in your in your presentation you know these women engage a lot with quizzes and stuff so that could be helpful more videos and audio with men and women alike just because we didn't see a lot of that unless it was externally linked um and the one video I think that we saw you know there was a video of a man and then the the the woman's video it was just a picture of her while she was talking so notice that things like images being added to the course as well to break up some of that text we noticed that the the image where it you know you you had the text and you could try to edit it you hit the reveal button and it showed the green and and highlighted stuff that was it was a descriptive image so it didn't have alt text in it but it also like didn't fit the screen and being that we were all using our phones that means you know if a woman is using her phone she's not going to be able to see it that well just because of how it it did um so yeah I think those are some of the ones that we hit on that um I think others hinted at as well thank you um a few things uh for the checklist I think just to be brief um the key recommendation I think would be to see if there's a possibility of using a language um tool the so where you'd be able to run some text through the tool to generate um a report that would tell you to what extent the language that you're using the verbs that you're using for example our male or female um we were talking about recruitment um processes and uh having seen a similar tool or use a similar tool in action when you're putting out an advert for a job uh so for example you know a learning developer might be doing a lot of supporting well turns out that supporting is heavily female in in these assessments so whether there's something like that that you could put your course text through thank you very much and the last group and can I ask the man to speak I'm going to be annoying that I'm sorry so yeah plan to the conversations that we've had been echoed elsewhere around the room so I don't know if there's much new to add here but um from the perspective of the course um the yellow items um you could acknowledge where there are gender imbalances amongst the contributors so it could actually acknowledge that on the page yeah so it could um be kind of reflective in that way um it could include a statement we found it kind of hard to know where the course is positioned like what's the community of learners that it's aimed at um and I guess because it's quite self-directed and kind of independent learning we kind of it sort of seemed like it was difficult to to know kind of where where the learners were kind of aimed for um and um I think the course could also with a really helpful uh topic that you brought up was the idea of intersectionality so that um so something like plagiarism you wouldn't necessarily approach with a gender lens and because of that it's actually quite a complicated thing to unpack so I think that's um so that was interesting um and then on the pink ones the process um we didn't necessarily have the subject matter expertise to apply the framework actually so we found that a little bit challenging I think um so I think maybe some pre some some pre-work or like an overview of the terms and the concepts have been helpful um yeah and I think that's that's the main thing thank you very much it's been really really insightful and uh if that's okay I would like to keep your feedbacks uh with me just to give you a background to the course so we developed that course quite some time ago there's a self-study and and now it's going through a review just because we realized as well that there is a you know we are revising everything for being also a model up uh compatible so at the moment uh it's not so you have to go on a really browser because otherwise it's not on the model up yes so if women are less confident and you've immediately got like fraud and you know insidious and there's kind of stuff that's not going to help with low confidence that was definitely so I have some uh feedback on that that was done by the external reviewer from a general expert from Kenya and I'm going to just distribute it at one at the table so you're going to have to share I'm sorry I'll try to be paper friendly but I wasn't anyway so you can have a look what what she said about this particular module uh if you are interested and I'm going to quickly distribute it I don't want to encourage you to comment the conversations over coffee yes thank you so much also on behalf of ALT as a as your chair for the session want to thank all the participants you had lots to say lots of interactions in your table and I hope they continue this experience continue for you throughout the conference and thank you Joanna for thank you very much thank you very much for coming