An Urgency of Teachers: the Work of Critical Digital Pedagogy

Author(s): Morris, S. M. & Stommel, J.
Date: 2018
Publication: Hybrid Pedagogy
Citation: Morris, S. M., & Stommel, J. (2018). An Urgency of Teachers: the Work of Critical Digital Pedagogy. Hybrid Pedagogy. https://urgencyofteachers.com/.
Section on webpage: General Teaching and Course Development
Tenets: Humanizing online teaching/learning. Creating cultures of care in online classrooms.
Annotation: Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized. Solutionist approaches like the learning management system, the rubric, quality assurance, all but remove the will of the teacher to be compassionate, curious, and to be a learner alongside their students.As the authors write in their introduction: “It is urgent that we have teachers. In a political climate increasingly defined by obstinacy, lack of criticality, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege; in a digital culture shaped by algorithms that neither know nor accurately portray truth, teaching has an important (urgent) role to play.”This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy. The ideas of this volume span almost two decades of pedagogical thinking, practice, outreach, community development, and activism.

 

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.

 

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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Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage?

Author(s): Ableser, J. & Moore, C.
Date: 9/102018
Publication: Educause
Citation: Ableser, J. & Moore, C. (2018, September 10). Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage? Educause. https://er.educause.edu/articles/2018/9/universal-design-for-learning-and-digital-accessibility-compatible-partners-or-a-conflicted-marriage.
Section on webpage: Accessibility and Universal Design
Tenets: Creating cultures of care in online classrooms.
Annotation:

 

Pedagogy of Care: Covid-19 Edition

Author(s): Bali, M.
Date: 2020, May 28
Publication: Critical Pedagogy, Educational Technology, Elearning
Citation: Bali, M. (2020, May 28). Pedagogy of Care: Covid-19 Edition. Critical Pedagogy, Educational Technology, Elearning: Reflecting Allowed. https://blog.mahabali.me/educational-technology-2/pedagogy-of-care-covid-19-edition/
Section on webpage: Creating Cultures of Care
Tenets: Building equity, trust, mutual respect, and support. Humanizing online teaching/learning. Creating cultures of care in online classrooms.
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“You make yourself entirely available”: Emotional labour in a caring approach to online teaching

Author(s): Kennedy, E. Oliver, M. & Littlejohn, A.
Date: 2022, April 15
Publication: Italian Journal of Educational Technology
Citation: Kennedy, E., Oliver, M., & Littlejohn, A. (2022, April 15). “You make yourself entirely available”: Emotional labour in a caring approach to online teaching. Italian Journal of Educational Technology. DOI: 10.17471/2499-4324/1237
Section on webpage: Creating Cultures of Care
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. Using technology intentionally to build communities and enhance learning.
Annotation: This study examines the challenges experienced, and the pedagogy adopted, by university teachers as they transferred their teaching online during the Covid-19 pandemic. This study has implications for the debate around the justification of equivalent fees for online teaching, since it reveals more emotional labour is involved. The authors state that emotional labour is key to a pedagogy of care and online this can be even more difficult and demanding. However, emotional labour is rarely recognised, rewarded, or supported by universities. By not acknowledging the role of emotional labour in teaching online, structural inequalities in higher education are likely to become further entrenched.

 

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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