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:

 

How to ‘Do’ Feminist Theory through Digital Video: Embodying Praxis in the Undergraduate Feminist Theory Classroom

Author(s): Hurst, R.
Date: 2014
Publication: Ada: A Journal of Gender, New Media, and Technology
Citation: Hurst, R. (2014). How to ‘Do’ Feminist Theory through Digital Video: Embodying Praxis in the Undergraduate Feminist Theory Classroom. Ada: A Journal of Gender, New Media, and Technology, 5. doi:10.7264/N3M61HJC.
Section on webpage: Online and Video Presentations
Tenets: Promoting reflexivity. Using technology intentionally to build communities and enhance learning.
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.

 

When Grading Less Is More

Author(s): Flaherty, C.
Date: 2019
Publication: Inside Higher Ed
Citation: Flaherty, C. (2019). When Grading Less Is More. Inside Higher Ed. https://www.insidehighered.com/news/2019/04/02/professors-reflections-their-experiences-ungrading-spark-renewed-interest-student.
Section on webpage: Ungrading
Tenets: Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author has compiled several professors’ reflections on implementing ungrading in their higher education classrooms. As these professors note, using this policy greatly improved learning and the students’ experiences as a whole. The downside to this, as noted by one professor, is the possibility for grade inflation. Though, as mentioned, this can easily be combatted through a variety of measures. Overall, this method – a blend of traditional grading and ungrading – has proven to be effective in the learning environment.

 

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:

 

Digital Library of the Caribbean

Author(s): Digital Library of the Caribbean
Date:
Publication:
Citation: Digital Library of the Caribbean. https://dloc.com/.
Section on webpage: Decolonizing Archives, Digitized Collections, and Digital Humanities
Tenets: Promoting reflexivity. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives.
Annotation: A cooperative digital library for resources from and about the Caribbean and circum-Caribbean

 

‘I Could Have Told You That Wouldn’t Work’: Cyberfeminist Pedagogy in Action

Author(s): Richards, R. S.
Date: 2011
Publication: Feminist Teacher
Citation: Richards, R. S. (2011). ‘I Could Have Told You That Wouldn’t Work’: Cyberfeminist Pedagogy in Action. Feminist Teacher 22(1), 5–22. https://doi.org/10.5406/femteacher.22.1.0005.
Section on webpage: Feminist Pedagogy – Online
Tenets: Promoting reflexivity. Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining the “why” in addition to the “what”. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author argues that feminist teachers who embrace Web 2.0 technologies as part of their teaching praxis need to theorize and articulate what they are calling cyberfeminist pedagogy. Cyberfeminist pedagogy, as the name implies, would draw on the theories and praxes informed by the diversity and emerging scholarship of cyberfeminism.