Creating an Inviting Course Home Page

Author(s): Sanders, S.
Date: 11/4/2019
Publication: Canvas LMS Community
Citation: Sanders, S. Creating an Inviting Course Home Page. Canvas LMS Community. Retrieved November 4, 2019, from, https://community.canvaslms.com/groups/designers/blog/2015/04/16/creating-an-inviting-course-home-page.
Section on webpage: Canvas Tools
Tenets: Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
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The Autowritography: Reflecting on your Writing Process and Project

Author(s): Bond, Niya
Date: 2020
Publication: English Composition II, Online Upper Iowa University
Citation: Bond, Niya. (2020). “The Autowritography: Reflecting on your Writing Process and Project,” from English Composition II, Online Upper Iowa University.
Section on webpage: Annotated Assignments
Tenets: Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
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Reflections on Meme, Identity and Humour

Author(s): Islam, Nirnoy H.
Date: 2021
Publication: Ethics of Media and Communication, University of Liberal Arts Bangladesh
Citation: Islam, Nirnoy H. (2021). “Reflections on Meme, Identity and Humour,” from Ethics of Media and Communication, University of Liberal Arts Bangladesh.
   
Section on webpage: Annotated Assignments
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. Honoring diversity and lived experiences through intersectional approaches. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
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Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning

Author(s): Roth, J.
Date: 2008
Publication: Atlantis
Citation: Roth, J. (2008). Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning. Atlantis. https://journals.msvu.ca/index.php/atlantis/article/view/580.
Section on webpage: Blogs and Social Media
Tenets: Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Examining the “why” in addition to the “what”. Creating cultures of care in online classrooms.
Annotation: This exploration of blogs as a tool for enhancing feminist participatory learning is situated within extant technofeminist debates and grows out of assignments in a feminist cultural studies class.

 

Social Media Learning as a Pedagogical Tool: Twitter and Engagement in Civic Dialogue and Public Policy

Author(s): Sweet-Cushman, J.
Date: 2019
Publication: The Teacher
Citation: Sweet-Cushman, J. (2019). Social Media Learning as a Pedagogical Tool: Twitter and Engagement in Civic Dialogue and Public Policy. The Teacher. doi:10.1017/S1049096519000933.
Section on webpage: Blogs and Social Media
Tenets: Promoting reflexivity. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms.
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Teaching with Tenderness: toward an Embodied Practice

Author(s): Thompson, B. W.
Date: 2017
Publication: University of Illinois Press
Citation: Thompson, B. W. (2017). Teaching with Tenderness: toward an Embodied Practice. University of Illinois Press. https://www.press.uillinois.edu/books/catalog/45hss6kk9780252041167.html.
Section on webpage: General Teaching and Course Development
Tenets: Building equity, trust, mutual respect, and support. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning.
Annotation: Teaching with Tenderness follows in the tradition of bell hooks’s Teaching to Transgress and Paulo Freire’s Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offers a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care. Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship.

 

Authentic Assessment in the Online Classroom

Author(s): Shaw, A.
Date: 2019
Publication: Center for Teaching and Learning | Wiley Education Services
Citation: Shaw, A. (2019). Authentic Assessment in the Online Classroom. Center for Teaching and Learning | Wiley Education Services. https://ctl.wiley.com/authentic-assessment-in-the-online-classroom/.
Section on webpage: Grading
Tenets: Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author discusses how using authentic assessments which, “require the student to ‘do’ the subject,” make the classroom more equitable and provide for a better way to understand what students know. It also promotes the idea of students as co-educators as they work to assess themselves and their own knowledge.