Course Overview

Welcome to the BCcampus FLO MicroCourse on "Bringing the Practice of Positionality into Teaching and Learning."

To clearly convey the course's content and your expected learning journey, we have developed an online resource resembling a book, composed of linked webpages we refer to as "chapters."

For easy navigation through this digital book, you have several options. You may use the Table of Contents, situated at the top right, to directly access specific sections. Additionally, every page features forward and back arrows at both the top and bottom, allowing you to seamlessly move through the material.

In this Facilitating Learning Online (FLO) MicroCourse, we delve into the concept of positionality, which refers to the dynamic interplay between an individual's multifaceted identities — encompassing aspects like gender, race, class, ethnicity, ability, and geographical roots. As educators, crafting a positionality statement is a vital exercise in self-awareness, revealing how our unique backgrounds, biases, and intersectional identities shape our pedagogical approach. This process is not just a demonstration of reflexivity; it becomes a powerful strategy to enhance student engagement and success, as highlighted by Harrington (2020).

Throughout the course, participants will engage in a thorough exploration of positionality statements, understanding their significance in teaching and learning. We will also examine personal, place-based, and social identities and reflect how these layers influence your teaching practices.

By actively engaging and completing the activities of this course, you will be able to:

• Explore the definition of positionality and discuss the role of a positionality statement in teaching and learning.
• Gain a deeper understanding of your personal, place-based, and social identities and how these layers impact your teaching and learning practices.
• Develop positionality statements when teaching and learning in a digital age.
• Discuss strategies to integrate the practice of positionality into teaching and learning to enhance your facilitating skills and promote a welcoming and inclusive teaching practice.

This course is structured into five daily modules, each designed to enhance your understanding and application of positionality in teaching and learning.

Day 1 (Monday, December 4) - Welcome and Introduction to Positionality: This module focuses on community building, orientation, and initiating our journey into positionality. You'll explore various definitions of positionality, identify common biases in teaching, and begin to understand how these affect learning environments.

Day 2 (Tuesday, December 5) - Bringing Positionality Practice into Teaching and Learning: Engage in forum discussions to delve into the roles of positionality statements in education. Discover how diverse identities influence teaching methods and course design and share strategies for integrating positionality into online teaching.

Day 3 (Wednesday, December 6) - Crafting Positionality Statements: An Arts-Based Approach: We offer an optional synchronous session focusing on creating positionality statements using arts-based methods. This session will provide examples from classroom settings. Don't worry if you're unable to attend; all resources will be available on our Moodle Site.

Day 4 (Thursday, December 7) - Sharing Your Positionality Statement: Today is dedicated to small group sharing and celebration. You'll have the opportunity to share your positionality statement and receive feedback as gifts from peers.

Day 5 (Friday, December 8) - Bonus FLO Friday Session: This extra session is available for those interested in deepening their understanding of positionality's role in education. Alternatively, you can utilize this day to refine your positionality statement based on peer feedback or write a reflective piece on your learning process.

From the course homepage, you will notice that each module has its own section (you can also access it directly by clicking on its name in the menu on the left-hand side of this online course). 

The course activities are planned from Monday, December 4, to Friday, December 8, 2023. It's a focused five-day journey. Recognizing the diverse schedules of all of you as adult learners, we provide extended access to the course materials for several weeks post-course. This flexibility allows you to engage with the content at a pace that suits you.

For an optimal learning experience and to keep pace with your peers, we recommend dedicating at least 60 minutes daily to course activities. 

Key activities in the course include:

• Engaging in 2 discussion forums. Active participation is required on Day 2 and Day 4 forums to qualify for the digital badge. 
• An optional synchronous meeting is scheduled for Wednesday, December 6, from 10:00 to 11:30 AM PST. While not mandatory, this session offers additional insights to enhance your learning experience.

Successfully completing this course earns you a digital badge, a unique URL linking to a webpage personalized with your details. This page will display your name, the date you completed the course, the activities you undertook to complete it, and the name of the awarding institution (in this case, BCcampus). Additionally, the badge features a visually appealing logo that signifies your completion of the course. This digital badge is a great way to demonstrate to others, including your employer or LinkedIn connections, your successful completion of this course.

To acquire the digital badge for this FLO MicroCourse, you must fulfill the following requirements:

1. Post in Day 2 Forum: Positionality and Teaching Practices
2. Share your positionality statement in the 'Forum: Co-Reflection and Celebration.'
3. Provide feedback on your peers' positionality statements.

Our system is designed to automatically monitor your participation. Once you complete these steps, you will be awarded the badge promptly.