| Author(s): | Anderson, K. & Anderson, C. |
| Date: | |
| Publication: | LinkedIn Learning |
| Citation: | Anderson, K. & Anderson, C. Using a Whiteboard. Teaching Online: Synchronous Classes. LinkedIn Learning. https://www.linkedin.com/learning/teaching-online-synchronous-classes/using-a-whiteboard?u=26106002. |
| Section on webpage: | Active Learning and Student Engagement |
| Tenets: | Building equity, trust, mutual respect, and support. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| Author(s): | Baker, A. A. & Ryalls, E. |
| Date: | 2014 |
| Publication: | Feminist Teacher |
| Citation: | Baker, A. A., & Ryalls, E. (2014). Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom. Feminist Teacher, 25(1), 23–38. https://doi.org/10.5406/femteacher.25.1.0023 |
| Section on webpage: | Active Learning and Student Engagement |
| Tenets: | Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning. |
| Annotation: | An expansion upon the idea of a “classroom space,” this work argues in favor of including both online learning platforms as well as social media blogs into a student’s learning experience. The effectiveness of this is credited to the power dynamic shifts that are seen between students and instructors as a result of its increasing popularity. This work specifically focuses on how online learning has contributed to the feminist movement and development of a feminist pedagogy within institutions. It is argued that in order for an instructor’s work to be considered feminist that their material must reach beyond the classroom or the semester’s end which is facilitated by online learning as well as online platforms such as Facebook which students use more often and with more leisure. Overall, this work explores how the use of online projects in the gender studies classroom expands the bounds of feminist activism. |
| Author(s): | Dai, M. |
| Date: | 2007 |
| Publication: | Online Classroom Newsletter |
| Citation: | Dai, M. (2007, December). 10 Ways to Engage Students in an Online Course. Online Classroom Newsletter, https://lt.arts.mq.edu.au/wp-content/uploads/2020/03/online_classroom_newsletter.pdf. |
| Section on webpage: | Active Learning and Student Engagement |
| Tenets: | Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| Author(s): | Flaherty, C. |
| Date: | 2020 |
| Publication: | Inside Higher Education |
| Citation: | Flaherty, C. (2020, April 29). Zoom Boom. Inside Higher Education. https://www.insidehighered.com/news/2020/04/29/synchronous-instruction-hot-right-now-it-sustainable. |
| Section on webpage: | Active Learning and Student Engagement |
| Tenets: | Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| Author(s): | Purcell, J. W. |
| Date: | 2017 |
| Publication: | Journal of Leadership Studies |
| Citation: | Purcell, J. W. (2017). Community-Engaged Pedagogy in the Virtual Classroom: Integrating EService-Learning Into Online Leadership Education. Journal of Leadership Studies 11(1), 65–70. https://doi.org/10.1002/jls.21515. |
| Section on webpage: | Feminist Pedagogy – Online |
| Tenets: | Connecting to the personal and to communities outside of academia. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| 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. |
| Author(s): | Briggs, L. & McBride, K. B. |
| Date: | 2005 |
| Publication: | Rutgers University Press |
| Citation: | Briggs, L. & McBride, K. B. (2005). Distance Education: A Manifesto for Women’s Studies. In E. L. Kennedy & A. Beins (Eds.), Women’s Studies for the Future: Foundations, Interrogations, Politics (pp. 314–25). Rutgers University Press. https://tulane.box.com/s/r9hp1xbbxren7sh1tkndwyxdp06hc8t4. |
| Section on webpage: | Feminist Pedagogy – Online |
| Tenets: | Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. Considering alternative histories and narratives. 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. |
| Annotation: | In this chapter, the authors give strategies for making distance education more, “women friendly,” through the analysis of several models and examples of feminist pedagogies in the online classroom. |
| Author(s): | Chick, N. & Hassel, H. |
| Date: | 2009 |
| Publication: | Feminist Teacher |
| Citation: | Chick, N. & Hassel, H. (2009). ‘Don’t Hate Me Because I’m Virtual’: Feminist Pedagogy in the Online Classroom. Feminist Teacher 19(3), 195–215. https://www.jstor.org/stable/40546100. |
| Section on webpage: | Feminist Pedagogy – Online |
| Tenets: | 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. |
| Annotation: | The authors describe why moving feminist pedagogy to the online environment is important to keep up with the trends in education. By giving strategies for creating positive classroom dynamics and environments and discussing how online education gives students the opportunity to bridge classroom knowledge to their personal lives, the authors argue that digital learning can be just as rewarding and in-person class. |
| Author(s): | Collingwood, S. L. Quintana, A. E. & Smith, C. J. |
| Date: | 2012 |
| Publication: | Cambridge Scholars Publishing |
| Citation: | Collingwood, S. L., Quintana, A. E., & Smith, C. J. (2012). Feminist Cyberspaces: Pedagogies in Transition. Cambridge Scholars Publishing. https://bookshop.org/books/feminist-cyberspaces-pedagogies-in-transition/9781443836333. |
| Section on webpage: | Feminist Pedagogy – Online |
| Tenets: | Promoting cooperative learning. 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. |
| Annotation: | This book is a collection of essays that explore how new media technologies are being used in the feminist classroom. The collection has been structured to reflect the multifaceted nature of education today; learning takes place on a personal level through independent study and social media, it takes place at a local level in our classrooms and lecture halls, but it is also increasingly taking place on a global scale as new technologies foster international collaboration between individuals and organizations. In addition, there is a growing acceptance of learning in the collaborative 3-D classrooms of virtual worlds. These educational spaces are not mutually exclusive, as the contributions to this volume make clear. The anthology explores how technology is being used in antiviolence teaching, art education, HIV and AIDS education, and other specialized topics, but it also gives many examples of innovations in teaching introductory courses. The technology used ranges from the implementation of course management systems for large university classes to the use of digital storytelling in small groups outside the university. It also explores technology for removing barriers to people with disabilities in both traditional and online classrooms. The collection is not a how to book, but it does use practical experience as a basis for feminist theorizing of the classroom. All of the essays look at the use of new technology in the light of feminist pedagogy, seeking new ways to foster provocative, creative and non-hierarchical learning that transcends the physical boundaries of the university. |