Tenet: Promoting cooperative learning.
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How Do I Add a Rubric to an Assignment?
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Reflections on Meme, Identity and Humour
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New Approaches to Discussion Boards Aim for Dynamic Online Learning Experiences
Author(s): Lieberman, M. Date: 2019 Publication: Inside Higher Ed Citation: Lieberman, M. (2019). New Approaches to Discussion Boards Aim for Dynamic Online Learning Experiences. Inside Higher Ed. Retrieved July 7, 2020, from, https://www.insidehighered.com/digital-learning/article/2019/03/27/new-approaches-discussion-boards-aim-dynamic-online-learning. Section on webpage: Discussion Boards Tenets: 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. -
“It made me feel like it was okay to be wrong”: Student experiences with ungrading
Author(s): Gorichanaz, T. Date: 2022 Publication: Active Learning in Higher Education Citation: Gorichanaz, T. (2022). “It made me feel like it was okay to be wrong”: Student experiences with ungrading. Active Learning in Higher Education, 0(0). https://doi.org/10.1177/14697874221093640 Section on webpage: Ungrading Tenets: Annotation: An interpretive phenomenological analysis study of college students’ experiences with ungrading. In this study, ungrading is defined as a form of reflection-based self-evaluation. By following along with 8 students, researchers were able to denote 4 popular themes: de-gamification, time for reflection, rich communication, and a learning community. -
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
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How to Be a Better Online Teacher: Advice Guide
Author(s): Darby, F. Date: Publication: The Chronicle for Higher Education Citation: Darby, F. How to Be a Better Online Teacher: Advice Guide. The Chronicle for Higher Education, https://www.chronicle.com/interactives/advice-online-teaching. Section on webpage: General Teaching and Course Development Tenets: Treating students as agentic co-educators. Promoting cooperative learning. Creating cultures of care in online classrooms. Annotation: -
Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning
Author(s): Hrach, S. Date: 2021 Publication: West Virginia Press Citation: Hrach, S. (2021). Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning. West Virginia Press. https://wvupressonline.com/node/866. Section on webpage: General Teaching and Course Development Tenets: Concern with materiality (bodies, labor, not just virtual and discursive). Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Annotation: “Starting from new research on the body—aptly summarized as ‘sitting is the new smoking’—Minding Bodies aims to help instructors improve their students’ knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than “brains on sticks.” It shifts the focus of adult learning from an exclusively mental effort toward an embodied, sensory-rich experience, offering new strategies to maximize the effectiveness of time spent learning together on campus as well as remotely.”