Digital #powerups: hashtags to empower higher-order student engagement in online discussions
Allowing for Silence in the Asynchronous Online Classroom
How Do I Manage Rubrics in a Course?
| Author(s): | Canvas Doc Team |
| Date: | |
| Publication: | Canvas LMS Community |
| Citation: | Canvas Doc Team. How Do I Manage Rubrics in a Course? Canvas LMS Community. Retrieved April 18, 2020, from, https://community.canvaslms.com/docs/DOC-26495-how-do-i-manage-rubrics-in-a-course. |
| Section on webpage: | Canvas Tools |
| Tenets: | Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
Research Study Proposal Project (Final Exam)
| Author(s): | Newman, Liv |
| Date: | 2021 |
| Publication: | Deviant Behavior, Loyola University New Orleans |
| Citation: | Newman, Liv. (2021). “Research Study Proposal Project (Final Exam,” from Deviant Behavior, Loyola University New Orleans.</a. |
| Section on webpage: | Annotated Assignments |
| Tenets: | Promoting reflexivity. 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. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives. Examining the “why” in addition to the “what”. |
| Annotation: |
7 Tools for Formative Assessment in the Virtual Classroom
Course Assessment Practices And Student Learning Strategies In Online Courses
| Author(s): | Arend, B. D. |
| Date: | 2007 |
| Publication: | Online Learning |
| Citation: | Arend, B. D. (2007). Course Assessment Practices And Student Learning Strategies In Online Courses. Online Learning. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1712. |
| Section on webpage: | Grading |
| 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. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives. |
| Annotation: | This article focuses on several formative and summative assessment types and student learning strategies. The author discusses the best way to create assessments based off of these learning strategies in the online classroom. |
Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom
| Author(s): | Bergquist, E. & Holbeck, R. |
| Date: | 2014 |
| Publication: | Journal of Instructional Research |
| Citation: | Bergquist, E., & Holbeck, R. (2014). Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom. Journal of Instructional Research, 3, 3-7. https://eric.ed.gov/?id=EJ1127639. |
| Section on webpage: | Grading |
| 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. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. |
| Annotation: | This article discusses Classroom Assessment Techniques (CATS) and how they can be adopted in the online classroom. The steps to assessing students via CATS include identifying the learning objectives, choosing the best way to assess this objective, implementing this assessment in an online discussion forum, analyzing student responses in an online discussion forum, and reteaching any areas where students are not excelling. |
Using Classroom Assessment Techniques: A Proactive Approach for Online Learning
7 Ways to Do Formative Assessments in Your Virtual Classroom
| Author(s): | Fleming, N. |
| Date: | 2020 |
| Publication: | Edutopia |
| Citation: | Fleming, N. (2020). 7 Ways to Do Formative Assessments in Your Virtual Classroom. Edutopia. https://www.edutopia.org/article/7-ways-do-formative-assessments-your-virtual-classroom. |
| Section on webpage: | Grading |
| 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: | In this article, the author gives several ideas for teaching online and building an environment that promoted equity, trust, support, while also Promoting cooperative learning. These resources include, “dipsticks, digital journals and one pagers, elevator pitches and tweets, square, triangle, and circle, make art your assessment, peer to peer evaluations, and virtual exit tickets.” |