Tenet: Promoting cooperative learning.
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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: -
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. Annotation: This article shares eight innovative, collaborative, and creative ideas that can be used to include active learning activities in an online course. -
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. Annotation: This article shares ten ways to increase engagement among students in an online format, which mostly includes broader ideas to incorporate into teaching style. -
In Online Courses, Students Learn More by Doing Than by Watching
Author(s): Wexler, E. Date: 2015 Publication: The Chronicle of Higher Education Blogs: Wired Campus Citation: Wexler, E. (2015, September 16). In Online Courses, Students Learn More by Doing Than by Watching. The Chronicle of Higher Education Blogs: Wired Campus. https://www.chronicle.com/blogs/wiredcampus/in-online-courses-students-learn-more-by-doing-than-by-watching. 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. Examining (dis)embodiment in virtual teaching/learning. Annotation: The author of this article discusses studies showing students perform much better in MOOCs when material includes and priorities interactive activities. She also discusses why exactly this is and that popular MOOC producers can and should be doing more to ensure ideas are actually sticking for students. -
Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles
Author(s): Hollingshead, A. & Carr-Chelman, D. J. Date: Feb-19 Publication: eLearn Magazine Citation: Hollingshead, A. & Carr-Chelman, D. (2019, February). Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles. eLearn Magazine. https://elearnmag.acm.org/archive.cfm?aid=3310383. Section on webpage: Accessibility and Universal Design Tenets: Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning. Annotation: Online learning environments, while offering flexibility and accessibility, present barriers to engagement for increasingly diverse student populations. This article presents the Universal Design for Learning (UDL) framework as a solution to enhance engagement. UDL emphasizes flexibility and inclusivity through three core principles: multiple means of engagement, representation, and action/expression. The article also outlines practical strategies aligned with UDL. -
Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom
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. -
10 Ways to Engage Students in an Online Course
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: Since the success of an online course greatly depends on the engagement of students, the author of this article introduces ten tangible tips that can all improve engagement of students despite the challenges of an online format. -
Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning
Author(s): Koseoglu, S. Date: 2020 Publication: Asian Journal Distance Education Citation: Koseoglu, S. (2020). Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning. Asian Journal Distance Education, 15(1), 277–90. https://doi.org/10.5281/zenodo.3893260. Section on webpage: Feminist Pedagogy – Online Tenets: Promoting reflexivity. Promoting cooperative learning. 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”. 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 article, the author argues for a greater embracing of feminist pedagogy in distance education. She states that she views “feminist pedagogy as an ethical position as well as a pedagogical position that calls attentive ways of looking into structuring educational services, methods, policies, and legislations that create an inclusive learning space not just for women, but for all students who are disadvantaged in their education. Within this context, student participation can be framed as a means for transformation, contributing to one’s well-being, agency and sense of power.” -
Integrating Feminist Pedagogy with Online Teaching: Facilitating Critiques of Patriarchal Visual Culture
Author(s): Lai, A. and Lu, L. Date: 2009 Publication: Visual Culture & Gender Citation: Lai, A., and Lu, L. (2009). Integrating Feminist Pedagogy with Online Teaching: Facilitating Critiques of Patriarchal Visual Culture. Visual Culture & Gender 4, 58–68. https://vcg.emitto.net/index.php/vcg/article/view/43/42. Section on webpage: Feminist Pedagogy – Online Tenets: Promoting reflexivity. Promoting cooperative learning. 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. Humanizing online teaching/learning. Using technology intentionally to build communities and enhance learning. Annotation: In this article, the authors explore the intersectionality of asynchronous online discussion, feminist visual culture pedagogy, and online pedagogy. Specifically, the Interaction Analysis Model (IAM) as example of a quality online feminist pedagogy. As the authors discuss, IAM, “recognizes five cognitive activities involved in construction of knowledge through online discussions: (a) sharing and comparing of ideas, (b) cognitive dissonance, (c) co-constructing knowledge, (d) assessing proposed constructions, and (e) applying newly constructed knowledge.” They also bring up several problems in this model and how to overcome them such as, ” the lack of women’s voices, dearth of resources to understand women’s creativity, gender stereotypes in classical mythology, gender inequality in the art world, and learning about women’s lives through their creative works rather than the written records promoting male dominance.”