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Drawing on a “block party” analogy, it illustrates concrete practices for teaching online that foster inclusive learning communities, grounded in authors’ pandemic teaching experiences. 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Anthony Thompson\u003Cbr>University of Regina, [santhony.thompson@uregina.ca](santhony.thompson@uregina.ca)[ ](santhony.thompson@uregina.ca)Jenn de Lugt\u003Cbr>University of Regina, [Jenn.deLugt@uregina.ca](Jenn.deLugt@uregina.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.2.15633](https://doi.org/10.5206/cjsotlrcacea.2024.2.15633) |  |\n\nRecommended Citation  \nSchultz, C., Anthony Thompson, S., & de Lugt, J. (2024) . Come join the party: Lessons learned fostering inclusion in online learning. The Canadian Journal for the Scholarship of Teaching and Learning, 15(2) .  \n[https://doi.org/10.5206/cjsotlrcacea.2024.2.15633](https://doi.org/10.5206/cjsotlrcacea.2024.2.15633)  \nCome Join the Party: Lessons Learned Fostering Inclusion in Online Learning  \nAbstract  \nThis article invites scholars of teaching and learning in higher education to consider the ways in which instructors can use practices of inviting inclusion to create an environment in which students can feel—and be—included in online classrooms, especially since the onset of the COVID-19 pandemic. Using the analogy of a “block party” and to illustrate the practices envisioned, the authors explore their and others’practices of teaching online in ways that foster inclusion, with attention to their experiences teaching during the pandemic. The authors conclude by reflecting upon what has been learned because of pandemic-informed teaching and learning experiences.  \nCet article invite les chercheurs et les chercheuses en matière d'enseignement et d'apprentissage dans l'enseignement supérieur à examiner les façons dont les instructeurs et les instructrices peuvent utiliser les pratiques d'invitation à l'inclusion pour créer un environnement dans lequel les étudiants et les étudiantes peuvent se sentir-et être-inclus dans les classes en ligne, en particulier depuis le début dela pandémie de la COVID-19. En utilisant l'analogie d'une « fête de quartier » et pour illustrer les pratiques envisagées, les auteurs explorent leurs pratiques et celles des autres pour enseigner en ligne de manière à favoriser l'inclusion, en prêtant attention à leurs expériences d'enseignement pendant lapandémie. Les auteurs concluent en réfléchissant à ce qu'ils ont appris grâce aux expériencesd'enseignement et d'apprentissage éclairées par la pandémie.  \nKeywords  \ninclusive education, teacher education, online learning, reflection, dialogue, block party; éducation inclusive, formation des enseignants, apprentissage en ligne, réflexion, dialogue, fête de quartier  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2024.2.15633](https://doi.org/10.5206/cjsotlrcacea.2024.2.15633)  \nIn this article we consider what we’ve learned to develop and deliver online courses in the midst of ‘the’ COVID-19 pandemic—and currently, as we tentatively move towards postpandemic times. In doing so, our aim is to contribute to the scholarship of teaching and learning in higher education alongside existing understandings of inclusive education and pedagogy.  \nTo do so, we open with an invitation to imagine a block party, a party for neighbours typically heldona shared street or other communal space. In this imagined party, neighbours begin to come to know one another and/orto build upon existing relationships. Ideally, such relationships might extend beyond the party. As we imagine this kind of communal event, and before the party even begins, we consider what is nee","cbCaidGs6894OZ0X","https://ap.wps.com/l/cbCaidGs6894OZ0X","pdf",242903,14,"English","# Abstract\n# Inclusive learning through invitation practices\n## “Block party” analogy for online teaching\n## Before, during, and after: creating inclusion\n# Instructor and learner roles in co-created communities\n# Reflections and lessons learned","[{\"question\":\"What is the central idea of the article?\",\"answer\":\"The article explores how instructors can foster inclusion in online classrooms by using practices of inviting inclusion, especially during and after the COVID-19 pandemic.\"},{\"question\":\"How does the article use the “block party” analogy?\",\"answer\":\"It uses a block party to structure teaching as an intentional process: what supports inclusion before, during, and after the event corresponds to what instructors do in online courses.\"},{\"question\":\"What roles does the article assign to instructors and learners?\",\"answer\":\"Instructors are positioned as hosts responsible for creating enabling online conditions, while learners act as co-creators and co-contributors shaping the virtual community.\"}]","Come Join the Party: Lessons Learned Fostering Inclusion in Online Learning - Article 14 | PDF",1792082970,35]