Dissecting Current Events through Collaborative Virtual Mind Mapping with Google Draw

Author(s): Shelton, Catharyn
Date: 2021
Publication: Technology in the Classroom, Northern Arizona University
Citation: Shelton, C. (2021). “Dissecting Current Events through Collaborative Virtual Mind Mapping with Google Draw,” from Technology in the Classroom, Northern Arizona University.
Section on webpage: Annotated Assignments
Tenets: Connecting to the personal and to communities outside of academia. Promoting reflexivity. Examining the “why” in addition to the “what”. Humanizing online teaching/learning.
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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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Feminist Pedagogy after Roe

Author(s): Daniel, Clare
Date: 5/10/2023
Publication: Feminist Pedagogy for Teaching Online
Citation: Daniel, C., & Haugeberg, K. (2022, May 10). Feminist Pedagogy after Roe. Feminist Pedagogy for Teaching Online. https://feminists-teach-online.tulane.edu/2022/05/10/feminist-pedagogy-after-roe/
Section on webpage: FTPO Blog
Tenets: Connecting to the personal and to communities outside of academia. Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive). 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. Using technology intentionally to build communities and enhance learning.
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Images of Representation ‘Zine Learning Activity

Author(s): Newman, Liv
Date: 2023
Publication: Race, Racism, and Privilege, Loyola University New Orleans
Citation: Newman, L. (2023). “Images of Representation ‘Zine Learning Activity,” from Race, Racism, and Privilege, Loyola University.
Section on webpage: Annotated Assignments
Tenets: Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive). 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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Weekly Discussion Board Learning Activity

Author(s): Newman, Liv
Date: 2023
Publication: Race, Racism, and Privilege, Loyola University New Orleans
Citation: Newman, L. (2023). “Weekly Discussion Board Learning Activity,” from Race, Racism, and Privilege, Loyola University.
Section on webpage: Annotated Assignments
Tenets: Connecting to the personal and to communities outside of academia. Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive).
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Discussion Leader Assignment

Author(s): Howard, Jacquelyne Thoni
Date: 2018
Publication: Feminist Epistemologies and Research Design, Tulane University
Citation: Howard, J.H. (2018). “Discussion Leader Assignment,” from Feminist Epistemologies and Research Design, Tulane University.
Section on webpage: Annotated Assignments
Tenets: Promoting reflexivity. 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”. 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.
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