Considering the Consequences of Continuing on as Normal
Online Peer Review Activity
| Author(s): | Howard, Jacquelyne Thoni |
| Date: | 2023 |
| Publication: | Introduction to Data, Tulane University |
| Citation: | Newman, J. H. (2023). “Online Critical Response Peer Review” from Introduction to Data, Tulan University. |
| Section on webpage: | Annotated Assignments |
| Tenets: | Treating students as agentic co-educators. Promoting cooperative learning |
| Annotation: | This activity uses a modified version of Liz Lerman’s Critical Response Process. For more information about the original process, see Liz Lerman’s “Critical Response Process.” |
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: |
How Do I Add a Rubric to an Assignment?
| Author(s): | Canvas Doc Team |
| Date: | |
| Publication: | Canvas LMS Community |
| Citation: | Canvas Doc Team. How Do I Add a Rubric to an Assignment? Canvas LMS Community. Retrieved April 18, 2020, from https://community.canvaslms.com/docs/DOC-26472-how-do-i-add-a-rubric-to-an-assignment. |
| Section on webpage: | Canvas Tools |
| Tenets: | Concern with materiality (bodies, labor, not just virtual and discursive). Promoting cooperative learning. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
Reflections on Meme, Identity and Humour
Reflexivity Reflection Paper Learning Activity
| Author(s): | Newman, Liv |
| Date: | 2021 |
| Publication: | Race, Racism, and Privilege, Loyola University New Orleans |
| Citation: | Newman, Liv. (2021). “Reflexivity Reflection Paper Learning Activity,” from Race, Racism, and Privilege, Loyola University New Orleans. |
| Section on webpage: | Annotated Assignments |
| Tenets: | Promoting reflexivity. Promoting cooperative learning. Cultivating self-care and boundaries. |
| Annotation: |
Ungrading: Why Rating Students Undermines Learning (and What to Do Instead)
| Author(s): | Blum, S. D. |
| Date: | 2020 |
| Publication: | West Virginia University Press |
| Citation: | Blum, S. D. (2020). Ungrading Why Rating Students Undermines Learning (and What to Do Instead). West Virginia University Press. https://wvupressonline.com/node/844. |
| Section on webpage: | Ungrading |
| Tenets: | Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. |
| Annotation: | The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. |
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. |
| Annotation: |