Digital #powerups: hashtags to empower higher-order student engagement in online discussions

Author(s): Thurston, T.
Date: 2020
Publication: Teaching Online Pedagogical Repository, UCF
Citation: Thurston, T. (2020). “Digital #powerups: hashtags to empower higher-order student engagement in online discussions,” in A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/digital-powerups-hashtags-to-empower-higher-order-student-engagement-in-online-discussions/.
Section on webpage: Annotated Assignments
Tenets: Promoting reflexivity. 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.
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Allowing for Silence in the Asynchronous Online Classroom

Author(s): McIntyre, N.
Date: 4/3/2023
Publication: Feminist Pedagogy for Teaching Online
Citation: McIntyre, N. (2023, April 3). Allowing for Silence in the Asynchronous Online Classroom. Feminist Pedagogy for Teaching Online. https://feminists-teach-online.tulane.edu/2023/04/03/allowing-for-silence-in-the-asynchronous-online-classroom/
Section on webpage: FTPO Blog
Tenets: Promoting reflexivity. 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”.
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Power to the People! Vernaculars are Revolutionary

Author(s): Feeley, M.
Date: 3/15/2023
Publication: Feminist Pedagogy for Teaching Online
Citation: Feeley, M. (2023, March 15). Power to the People! Vernaculars are Revolutionary. Feminist Pedagogy for Teaching Online. https://feminists-teach-online.tulane.edu/2023/03/15/power-to-the-people-vernaculars-are-revolutionary/
Section on webpage: FTPO Blog
Tenets: Promoting reflexivity. 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.
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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.
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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”.
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7 Tools for Formative Assessment in the Virtual Classroom

Author(s): Differentiated Teaching
Date: 2021
Publication:
Citation: Differentiated Teaching. (2021). 7 Tools for Formative Assessment in the Virtual Classroom. https://www.differentiatedteaching.com/digital-formative-assessments/.
Section on webpage: Grading
Tenets: Presenting knowledge as constructed. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives.
Annotation: Here, this article provides educators with several website resources that can be utilized in the online classroom to gauge what students know and do not. These websites include: Poll Everywhere, Exit Ticket Parking Lot, Peardeck, Miro, Google Forms, Flipgrid, and Quizizz.

 

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

Author(s): Bergquist, E. & Holbeck, R.
Date: 2013
Publication: Faculty Focus | Higher Ed Teaching & Learning
Citation: Bergquist, E., & Holbeck, R. (2013). Using Classroom Assessment Techniques: A Proactive Approach for Online Learning. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-assessment-grading-and-feedback/using-classroom-assessment-techniques-a-proactive-approach-for-online-learning/.
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: The authors of this article argue that there are several Classroom Assessment Techniques that work best in the online classroom. These CATS include directed paraphrasing, student-generated test questions, and double-entry journal. By utilizing these CATS, teachers are able to better assess students’ knowledge and involve students in their own 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.”