Reflections on Meme, Identity and Humour

Author(s): Islam, Nirnoy H.
Date: 2021
Publication: Ethics of Media and Communication, University of Liberal Arts Bangladesh
Citation: Islam, Nirnoy H. (2021). “Reflections on Meme, Identity and Humour,” from Ethics of Media and Communication, University of Liberal Arts Bangladesh.
Section on webpage: Annotated Assignments
Tenets: Building equity, trust, mutual respect, and support. Promoting cooperative learning. 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. Humanizing online teaching/learning. Creating cultures of care in online classrooms. 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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Using Rubrics

Author(s): Boston College
Date:
Publication: Canvas Instructor Documentation and Tutorials
Citation: Boston College. Using Rubrics. Canvas Instructor Documentation and Tutorials. Retrieved July 7, 2020, from, https://bostoncollege.instructure.com/courses/1292000/pages/using-rubrics.
Section on webpage: Canvas Tools
Tenets: 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. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
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Toward an Ethic of Care and Inclusivity in Emergency E-Learning

Author(s): Hutchison, E.
Date: 2020
Publication: PS: Political Science & Politics
Citation: Hutchison, E. (2020). Toward an Ethic of Care and Inclusivity in Emergency E-Learning. PS: Political Science & Politics, 17–19. https://doi.org/10.1017/s1049096520001602.
Section on webpage: General Teaching and Course Development
Tenets: Building equity, trust, mutual respect, and support. 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. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author shares tools for making the online classroom more inclusive and engaging for students. The strategies focus on utilizing new advancements in higher education pedagogy and fostering a collaborative environment between students.

 

Care and Culturally Responsive Pedagogy in Online Settings

Author(s): Kyei-Blankson, L. Blankson, J. & Ntuli, E.
Date: 2019
Publication: IGI Global
Citation: Kyei-Blankson, L., Blankson, J., & Ntuli, E. (2019). Care and Culturally Responsive Pedagogy in Online Settings. IGI Global. https://www.igi-global.com/book/care-culturally-responsive-pedagogy-online/210215.
Section on webpage: General Teaching and Course Development
Tenets: Building equity, trust, mutual respect, and support. 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. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation: As enrollment numbers continue to grow for online education classes, it is imperative instructors be prepared to teach students from diverse groups. Students who engage in learning in classrooms where their backgrounds are recognized and the instruction is welcoming and all-inclusive perform better. Individuals who teach in online settings must endeavor to create caring and culturally appropriate environments to encourage learning among all students irrespective of their demographic composition. Care and Culturally Responsive Pedagogy in Online Settings is a collection of innovative research on the incorporation of culturally sensitive teaching practices in online classrooms, and how these methods have had an impact on student learning. While highlighting topics including faculty teaching, restorative justice, and nontraditional students, this book is ideally designed for instructors, researchers, instructional designers, administrators, policymakers, and students seeking current research on online educators incorporating care and culturally responsive pedagogy into practice.

 

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.”

 

Learning Assessment in Online Courses

Author(s): The K. Patricia Cross Academy
Date: 2020
Publication:
Citation: The K. Patricia Cross Academy. (2020). Learning Assessment in Online Courses. https://kpcrossacademy.org/learning-assessment-in-online-courses/.
Section on webpage: Grading
Tenets: Connecting to the personal and to communities outside of academia. 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 provides several video links that describe resources for those teaching and assessing online. These videos give educators visual tutorials for how to implement several CATS in the classroom. Also listed are several questions to provide guidance on which of these techniques to use.

 

Universal Design for Learning: Guidelines for Accessible Online Instruction

Author(s): Rogers-Shaw, C. Carr-Chellman, D. J. & Choi, J.
Date: 2018
Publication: Adult Learning
Citation: Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1),20–31. doi:10.1177/1045159517735530.
Section on webpage: Accessibility and Universal Design
Tenets: Building equity, trust, mutual respect, and support. 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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