Teaching: How to Make Breakout Rooms Work Better

Author(s): McMurtrie, B.
Date: 2020
Publication: The Chronicle of Higher Education
Citation: McMurtrie, B. (2020, December 10). Teaching: How to Make Breakout Rooms Work Better. The Chronicle of Higher Education. https://www.chronicle.com/newsletter/teaching/2020-12-10?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_1801897_nl_Academe-Today_date_20201210&cid=at&source=ams&sourceId=5192809.
Section on webpage: Active Learning and Student Engagement
Tenets: Using technology intentionally to build communities and enhance learning.
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8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course

Author(s): Pappas, C.
Date: 2017
Publication: eLearning Industry
Citation: Pappas, C. (2017, March 12). 8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course. eLearning Industry. https://elearningindustry.com/creative-ideas-active-learning-activities-include-elearning-course.
Section on webpage: Active Learning and Student Engagement
Tenets: Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
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10 Ways to Engage Students Actively Online

Author(s): Purdue College of Engineering
Date: 2020
Publication: Medium
Citation: Purdue College of Engineering. (2020, April 7). 10 Ways to Engage Students Actively Online. Medium. https://medium.com/purdue-engineering/10-ways-to-engage-students-actively-online-c1edc5e500ea.
Section on webpage: Active Learning and Student Engagement
Tenets: Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
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In Online Courses, Students Learn More by Doing Than by Watching

Author(s): Wexler, E.
Date: 2015
Publication: The Chronicle of Higher Education Blogs: Wired Campus
Citation: Wexler, E. (2015, September 16). In Online Courses, Students Learn More by Doing Than by Watching. The Chronicle of Higher Education Blogs: Wired Campus. https://www.chronicle.com/blogs/wiredcampus/in-online-courses-students-learn-more-by-doing-than-by-watching.
Section on webpage: Active Learning and Student Engagement
Tenets: Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning.
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Using a Whiteboard. Teaching Online: Synchronous Classes

Author(s): Anderson, K. & Anderson, C.
Date:
Publication: LinkedIn Learning
Citation: Anderson, K. & Anderson, C. Using a Whiteboard. Teaching Online: Synchronous Classes. LinkedIn Learning. https://www.linkedin.com/learning/teaching-online-synchronous-classes/using-a-whiteboard?u=26106002.
Section on webpage: Active Learning and Student Engagement
Tenets: Building equity, trust, mutual respect, and support. Using technology intentionally to build communities and enhance learning.
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Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom

Author(s): Baker, A. A. & Ryalls, E.
Date: 2014
Publication: Feminist Teacher
Citation: Baker, A. A., & Ryalls, E. (2014). Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom. Feminist Teacher, 25(1), 23–38. https://doi.org/10.5406/femteacher.25.1.0023
Section on webpage: Active Learning and Student Engagement
Tenets: Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
Annotation: An expansion upon the idea of a “classroom space,” this work argues in favor of including both online learning platforms as well as social media blogs into a student’s learning experience. The effectiveness of this is credited to the power dynamic shifts that are seen between students and instructors as a result of its increasing popularity. This work specifically focuses on how online learning has contributed to the feminist movement and development of a feminist pedagogy within institutions. It is argued that in order for an instructor’s work to be considered feminist that their material must reach beyond the classroom or the semester’s end which is facilitated by online learning as well as online platforms such as Facebook which students use more often and with more leisure. Overall, this work explores how the use of online projects in the gender studies classroom expands the bounds of feminist activism.

 

Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting

Author(s): Bali, M. Caines, A. Hogue, R. J. Dewaard, H. J. & Friedrich, C.
Date: 2019
Publication: eLearn Magazine
Citation: Bali, M., Caines, A., Hogue, R. J., Dewaard, H. J., & Friedrich, C. (2019, May). Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting. elearn Magazine. https://elearnmag.acm.org/featured.cfm?aid=3331173.
Section on webpage: Active Learning and Student Engagement
Tenets: Building equity, trust, mutual respect, and support. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning.
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10 Ways to Engage Students in an Online Course

Author(s): Dai, M.
Date: 2007
Publication: Online Classroom Newsletter
Citation: Dai, M. (2007, December). 10 Ways to Engage Students in an Online Course. Online Classroom Newsletter, https://lt.arts.mq.edu.au/wp-content/uploads/2020/03/online_classroom_newsletter.pdf.
Section on webpage: Active Learning and Student Engagement
Tenets: Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
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