Inclusion of filters from 'filter/kaltura/filter.php' using the 'filter_kaltura' class naming has been deprecated. Please rename your class to \filter_kaltura\text_filter and move it to 'filter/kaltura/classes/text_filter.php'. See MDL-82427 for more information.

line 147 of /filter/classes/filter_manager.php: call to debugging()
line 106 of /filter/classes/filter_manager.php: call to core_filters\filter_manager->make_filter_object()
line 198 of /filter/classes/filter_manager.php: call to core_filters\filter_manager->load_filters()
line 267 of /filter/classes/filter_manager.php: call to core_filters\filter_manager->get_text_filters()
line 217 of /lib/classes/formatting.php: call to core_filters\filter_manager->setup_page_for_filters()
line 617 of /lib/weblib.php: call to core\formatting->format_text()
line 203 of /mod/book/tool/print/classes/output/renderer.php: call to format_text()
line 98 of /mod/book/tool/print/classes/output/print_book_chapter_page.php: call to booktool_print\output\renderer->render_print_book_chapter()
line 63 of /mod/book/tool/print/classes/output/renderer.php: call to booktool_print\output\print_book_chapter_page->export_for_template()
line 78 of /lib/classes/output/plugin_renderer_base.php: call to booktool_print\output\renderer->render_print_book_chapter_page()
line 94 of /mod/book/tool/print/index.php: call to core\output\plugin_renderer_base->render()

1.5: Equity in Course Design

How does this apply to building online?

When building an online course, whether it's brand new or a revision of past work, considerations of equity should be part of the planning process. Equity, access, and inclusion should intersect in both what content is presented and how it is presented; how assessments are constructed; and how and what kinds of interaction are included. Here are some examples of ways to build equitable, inclusive courses:

Provide clear communication at the start of the course about how often and through what means learners are expected to communicate, and offer alternative methods to those who may not have constantly on broadband access.
Consider whether there are low-tech means to meet the same ends. For example, is live streaming video (through Zoom) the only way for students to engage with a lecture, or can they listen to a download of audio and interact on a discussion board that requires less active internet time?
Provide timely feedback and knowledgeable support to all learners, not just those who turn in assignments on a certain timeline.
Review how requirements in the course might make students reveal personal details they may not otherwise want to share (in ice-breaker exercises, live videos, or other open-to-others reflections).