Learning Assessment in Online Courses

Author(s): The K. Patricia Cross Academy
Date: 2020
Publication:
Citation: The K. Patricia Cross Academy. (2020). Learning Assessment in Online Courses. https://kpcrossacademy.org/learning-assessment-in-online-courses/.
Section on webpage: Grading
Tenets: Connecting to the personal and to communities outside of academia. Presenting knowledge as constructed. 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.
Annotation: This article provides several video links that describe resources for those teaching and assessing online. These videos give educators visual tutorials for how to implement several CATS in the classroom. Also listed are several questions to provide guidance on which of these techniques to use.

 

Toward an Ethic of Care and Inclusivity in Emergency E-Learning

Author(s): Hutchison, E.
Date: 2020
Publication: PS: Political Science & Politics
Citation: Hutchison, E. (2020). Toward an Ethic of Care and Inclusivity in Emergency E-Learning. PS: Political Science & Politics, 17–19. https://doi.org/10.1017/s1049096520001602.
Section on webpage: General Teaching and Course Development
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. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author shares tools for making the online classroom more inclusive and engaging for students. The strategies focus on utilizing new advancements in higher education pedagogy and fostering a collaborative environment between students.

 

Care and Culturally Responsive Pedagogy in Online Settings

Author(s): Kyei-Blankson, L. Blankson, J. & Ntuli, E.
Date: 2019
Publication: IGI Global
Citation: Kyei-Blankson, L., Blankson, J., & Ntuli, E. (2019). Care and Culturally Responsive Pedagogy in Online Settings. IGI Global. https://www.igi-global.com/book/care-culturally-responsive-pedagogy-online/210215.
Section on webpage: General Teaching and Course Development
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. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation: As enrollment numbers continue to grow for online education classes, it is imperative instructors be prepared to teach students from diverse groups. Students who engage in learning in classrooms where their backgrounds are recognized and the instruction is welcoming and all-inclusive perform better. Individuals who teach in online settings must endeavor to create caring and culturally appropriate environments to encourage learning among all students irrespective of their demographic composition. Care and Culturally Responsive Pedagogy in Online Settings is a collection of innovative research on the incorporation of culturally sensitive teaching practices in online classrooms, and how these methods have had an impact on student learning. While highlighting topics including faculty teaching, restorative justice, and nontraditional students, this book is ideally designed for instructors, researchers, instructional designers, administrators, policymakers, and students seeking current research on online educators incorporating care and culturally responsive pedagogy into practice.

 

Feminist Disability Studies Pedagogy

Author(s): Knoll, K. R.
Date: 2009
Publication: Feminist Teacher
Citation: Knoll, K. R. (2009). Feminist Disability Studies Pedagogy. Feminist Teacher 19(2), 122-33. www.jstor.org/stable/40546086.
Section on webpage: Accessibility and Universal Design
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. 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.
Annotation:

 

Quality Education is Accessible

Author(s): TheDOITCenter
Date: 4/6/2017
Publication: YouTube
Citation: TheDOITCenter. (2017, April 6). Quality Education is Accessible [Video]. YouTube. https://www.youtube.com/watch?v=q4_LKVTaXpo&feature=youtu.be.
Section on webpage: Accessibility and Universal Design
Tenets: Connecting to the personal and to communities outside of academia. 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.
Annotation:

 

Universal Design for Learning: Guidelines for Accessible Online Instruction

Author(s): Rogers-Shaw, C. Carr-Chellman, D. J. & Choi, J.
Date: 2018
Publication: Adult Learning
Citation: Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1),20–31. doi:10.1177/1045159517735530.
Section on webpage: Accessibility and Universal Design
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.
Annotation:

 

Feminist Postdigital Inquiry in the Ruins of Pandemic Universities

Author(s): Hurley, Z. Al-Ali, K.
Date: 2021
Publication: Postdigit Sci Educ 3, 771–792
Citation: Hurley, Z., Al-Ali, K. (2021). Feminist Postdigital Inquiry in the Ruins of Pandemic Universities. Postdigit Sci Educ 3, 771–792. https://doi.org/10.1007/s42438-021-00254-4
Section on webpage: Considering Big Tech and Technology Integration
Tenets: Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Examining the “why” in addition to the “what”.
Annotation:

 

Designing Critically: Feminist Pedagogy for Digital / Real Life

Author(s): Rodríguez Milanés, C. & deNoyelles, A.
Date: 2014
Publication: Hybrid Pedagogy
Citation: Rodríguez Milanés, C. & Denoyelles, A. (2014). Designing Critically: Feminist Pedagogy for Digital / Real Life. Hybrid Pedagogy. https://hybridpedagogy.org/designing-critically-feminist-pedagogy-digital-real-life/.
Section on webpage: Feminist Pedagogy – Online
Tenets: Concern with materiality (bodies, labor, not just virtual and discursive). Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. 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. Using technology intentionally to build communities and enhance learning.
Annotation:

 

Women’s Studies Online: Cyberfeminism or Cyberhype?

Author(s): Schweitzer, I.
Date: 2001
Publication: Women’s Studies Quarterly
Citation: Schweitzer, I. (2001). Women’s Studies Online: Cyberfeminism or Cyberhype?. Women’s Studies Quarterly 29(3), 187–217. https://www.jstor.org/stable/40003753.
Section on webpage: Feminist Pedagogy – Online
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. Examining the “why” in addition to the “what”. Using technology intentionally to build communities and enhance learning.
Annotation: “Schweitzer believes that Web technology constitutes the greatest opportunity for feminism and progressive politics in the new century. With certain very important caveats, Web technology and Web-related teaching have the potential to actualize some of the basic goals of feminism and feminist pedagogy.”

 

Feminist Pedagogy in Higher Education: Critical Theory and Practice

Author(s): Bondy, R. Light, T. P. & Nicholas, J.
Date: 2015
Publication: Wilfrid Laurier University Press
Citation: Bondy, R., Light, T. P., & Nicholas, J. (2015). Feminist Pedagogy in Higher Education: Critical Theory and Practice. Wilfrid Laurier University Press. https://www.wlupress.wlu.ca/Books/F/Feminist-Pedagogy-in-Higher-Education.
Section on webpage: Feminist Pedagogy – General
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. 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. Examining the “why” in addition to the “what”.
Annotation: This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectives―together with the various teaching and learning styles that participants bring to twenty-first-century universities―necessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective. The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminism’s role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today.