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. |
How to Engage Students in a Hybrid Classroom
| Author(s): | McMurtrie, B. |
| Date: | 2020 |
| Publication: | The Chronicle of Higher Education |
| Citation: | McMurtrie, B. (2020). How to Engage Students in a Hybrid Classroom. The Chronicle of Higher Education. https://www.chronicle.com/article/How-to-Engage-Students-in-a/249143?utm_source=at&utm_medium=en&utm_source=Iterable&utm_medium=email&utm_campaign=campaign_1354380&cid=at&source=ams&sourceId=5192809. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Humanizing online teaching/learning. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
Going Online in a Hurry: What to Do and Where to Start
| Author(s): | Miller, M. D. |
| Date: | 2020 |
| Publication: | The Chronicle of Higher Education |
| Citation: | Miller, M. D. (2020). Going Online in a Hurry: What to Do and Where to Start. The Chronicle of Higher Education. https://www.chronicle.com/article/Going-Online-in-a-Hurry-What/248207. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Promoting cooperative learning. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
Advice: Should We Stop Grading Class Participation?
| Author(s): | Lang, J. M. |
| Date: | 2021 |
| Publication: | The Chronicle of Higher Education |
| Citation: | Lang, J. M. (2021). Advice: Should We Stop Grading Class Participation? The Chronicle of Higher Education. https://www.chronicle.com/article/should-we-stop-grading-class-participation?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_2205198_nl_Academe-Today_date_20210412&cid=at&source=ams&sourceId=5192809. |
| Section on webpage: | Grading |
| Tenets: | Using technology intentionally to build communities and enhance learning. |
| Annotation: | In this article, the author describes his experience with grading class participation and explains why he no longer factors participation into grades. He gives several reasons including that grading participation is subject to implicit bias, is a subjective measure as some students may be extroverts while others may be introverts, not all comments bring the same value to a class, grading participation can increase stress for some students, and teachers’ memories of participation are imperfect. He provides alternative ways to make sure students voices are heard in the classroom. |
Formative and Summative Assessment in Online Education
| Author(s): | Perera-Diltz, D. M. & Moe, J. L. |
| Date: | 2014 |
| Publication: | Counseling & Human Services Faculty Publications |
| Citation: | Perera-Diltz, D. M., & Moe, J. L. (2014). Formative and Summative Assessment in Online Education. Counseling & Human Services Faculty Publications, 37, 130–42. https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1038&context=chs_pubs. |
| Section on webpage: | Grading |
| Tenets: | Using technology intentionally to build communities and enhance learning. |
| Annotation: | In this article, the authors offer a brief overview of assessment approaches best suited for the online classroom. These approaches include discussion boards, journals, Netfolio, student generated questions and concept maps, Wikis, and tests. |
Authentic Assessment in the Online Classroom
Methodological Cyborg as Black Feminist Technology: Constructing the Social Self Using Computational Digital Autoethnography and Social Media
| Author(s): | Brown, N. M. |
| Date: | 1/8/2018 |
| Publication: | Cultural Studies ↔ Critical Methodologies |
| Citation: | Brown, N. M. (2018, January 8). Methodological Cyborg as Black Feminist Technology: Constructing the Social Self Using Computational Digital Autoethnography and Social Media. Cultural Studies ↔ Critical Methodologies 19(1), 55–67. https://doi.org/10.1177/1532708617750178. |
| Section on webpage: | Considering Big Tech and Technology Integration |
| Tenets: | Honoring diversity and lived experiences through intersectional approaches. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
Teaching: How to Make Breakout Rooms Work Better
| Author(s): | McMurtrie, B. |
| Date: | 2020 |
| Publication: | The Chronicle of Higher Education |
| Citation: | McMurtrie, B. (2020, December 10). Teaching: How to Make Breakout Rooms Work Better. The Chronicle of Higher Education. https://www.chronicle.com/newsletter/teaching/2020-12-10?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_1801897_nl_Academe-Today_date_20201210&cid=at&source=ams&sourceId=5192809. |
| Section on webpage: | Active Learning and Student Engagement |
| Tenets: | Using technology intentionally to build communities and enhance learning. |
| Annotation: |