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.
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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.
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8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course

Author(s): Pappas, C.
Date: 2017
Publication: eLearning Industry
Citation: Pappas, C. (2017, March 12). 8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course. eLearning Industry. https://elearningindustry.com/creative-ideas-active-learning-activities-include-elearning-course.
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.
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10 Ways to Engage Students Actively Online

Author(s): Purdue College of Engineering
Date: 2020
Publication: Medium
Citation: Purdue College of Engineering. (2020, April 7). 10 Ways to Engage Students Actively Online. Medium. https://medium.com/purdue-engineering/10-ways-to-engage-students-actively-online-c1edc5e500ea.
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. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
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Community-Engaged Pedagogy in the Virtual Classroom: Integrating EService-Learning Into Online Leadership Education

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.
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‘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.

 

Designing Critically: Feminist Pedagogy for Digital / Real Life

Author(s): Rodríguez Milanés, C. & deNoyelles, A.
Date: 2014
Publication: Hybrid Pedagogy
Citation: Rodríguez Milanés, C. & Denoyelles, A. (2014). Designing Critically: Feminist Pedagogy for Digital / Real Life. Hybrid Pedagogy. https://hybridpedagogy.org/designing-critically-feminist-pedagogy-digital-real-life/.
Section on webpage: Feminist Pedagogy – Online
Tenets: 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. Using technology intentionally to build communities and enhance learning.
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How to Embrace Feminist Pedagogies in Your Courses

Author(s): Romero-Hall, E.
Date: 2021
Publication: Association for Educational Communication & Technology
Citation: Romero-Hall, E. (2021). How to Embrace Feminist Pedagogies in Your Courses. Association for Educational Communication & Technology. https://interactions.aect.org/how-to-embrace-feminist-pedagogies-in-your-courses/.
Section on webpage: Feminist Pedagogy – Online
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Using technology intentionally to build communities and enhance learning.
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‘This Class Meets in Cyberspace’: Women’s Studies via Distance Education

Author(s): Rose, E.C.
Date: 1995
Publication: Feminist Teacher
Citation: Rose, E.C. (1995). ‘This Class Meets in Cyberspace’: Women’s Studies via Distance Education. Feminist Teacher 9(2), 53–60. https://www.jstor.org/stable/40545706.
Section on webpage: Feminist Pedagogy – Online
Tenets: Building equity, trust, mutual respect, and support. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: In this paper, the author mentions many possible benefits to virtual feminist pedagogy such as, “meeting the instructional needs of a demographically diverse student population (including many who work fulltime or who live inconvenient distances from institutions of higher education) to pooling scarce resources in an increasingly stringent economy.” She also mentions several challenges of this type of learning, but offers up her own program, the Feminist Theories course via distance education to students at the University of Nevada, Reno (UNR), as a successful model of how to overcome many of these challenges.

 

Women’s Studies Online: Cyberfeminism or Cyberhype?

Author(s): Schweitzer, I.
Date: 2001
Publication: Women’s Studies Quarterly
Citation: Schweitzer, I. (2001). Women’s Studies Online: Cyberfeminism or Cyberhype?. Women’s Studies Quarterly 29(3), 187–217. https://www.jstor.org/stable/40003753.
Section on webpage: Feminist Pedagogy – Online
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. Examining the “why” in addition to the “what”. Using technology intentionally to build communities and enhance learning.
Annotation: “Schweitzer believes that Web technology constitutes the greatest opportunity for feminism and progressive politics in the new century. With certain very important caveats, Web technology and Web-related teaching have the potential to actualize some of the basic goals of feminism and feminist pedagogy.”