We found 113 results that contain "hybrid technology classrooms"

Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom
By Asao B. Inoue
Copy edited by Don Donahue. Designed by Mike Palmquist.

In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. He frames this practice by considering how Freirean problem-posing led him to experiment with grading contracts and explore the literature on grading contracts. Inoue offers a robust Marxian theory of labor that considers Hannah Arendt's theory of labor-work-action and Barbara Adam's concept of "timescapes." The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes the book by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.

Access FULL TEXT in attachment
Inoue, Asao B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2019.0216.0
Accessed via https://wac.colostate.edu/books/perspectives/labor/?fbclid=IwAR1ZJWZbLYuAU4aQhQ9xlBiIzbX60bGg_VGQwwnZImFUnofX1L5Il2Ec53w

Multiple stories and sentiments were generously shared by 4/4 Beyond Buzzwords: Ungrading workshop participants (thank you for your vulnerability and candor) about the varied ways in which students react to, and make assumption / inferences about their instructors, after the employment of ungrading and ungrading-inspired practices.

This article (linked below) "Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors" By Chavella Pittman and Thomas J. Tobin in The Chronicle of Higher Education on FEBRUARY 7, 2022 will likely be of interest to you. Starting out by recognizing / acknowledging the power held by some identities (core, chosen, and given) but not by others, complicates the idea that all educators have the same "power and authority" to give up/share to increase learners' sense of ownership and agency in the classroom. ""What if you have neither the institutional authority (a full-time or tenure-track job) nor the dominant-culture identity (by virtue of your race, gender, and/or ability) that usually go hand in hand with being treated as a respected, powerful presence in the college classroom?... In urging faculty members to adopt inclusive teaching practices, we need to start asking if they actually can — and at what cost, " say Pittman and Tobin.

Take-aways shared in this piece include:
1. Understand that your classroom choices may unintentionally affect or undercut a colleague
2. Discuss in your department the issue of bias in students' rating of teaching
3. Respect the variability among your colleagues, as well as among your students
4. Find trained help

"Share your stories, experiences, and thought processes as you negotiate your instructor role in the classroom..." iteach.msu.edu is one space where we can continue to help "normalize the conversation about instructor identity and status as a necessary element in the adoption of inclusive design and teaching practices".

https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors

ASK ME ANYTHING with Justin Wigard - Ludic Pedagogy: Teaching with Video Games in the Online Classroom
As part of my ongoing engagement with game studies, I worked with video games in various contexts (popular culture courses, as pedagogical tools, as a mode of research), and regularly teach video games in different classroom formats/contexts (F2F popular culture courses, asynchronous summer courses, etc). Throughout the day, I will be online talking through approaches to teaching games in the online classroom, including but not limited to different methodological approaches (quantitative and qualitative), how to choose the best game for the class, and even some helpful pedagogical strategies for games and access/accessibility.

As we begin to think about the Fall 2024 semester -- Starting in less than one month. . . Yikes! -- here are a couple of links to Sam Kary's Next Generation Teacher Youtube channel that might be interesting to mine for ideas when it comes to student use of digital tools as part of our courses and classrooms:

Chat GPT for Teachers | Beginners' Tutorial -- https://www.youtube.com/watch?v=i4HJZzwt3lY

Ignite Student Creativity with These Unique Projects -- https://www.youtube.com/watch?v=E-oISKlEesg


Hope this might be interesting and helpful if you are looking to shake up things a bit. Besides Sam Kary, there are a few other teachers/professors/authors who have lots of useful advice on how to liven up our courses and classrooms in the digital age, including how we might use AI in our courses and classrooms. I've included links to their Youtube channels below:

Trevor Muir -- https://www.youtube.com/@TrevorMuir/videos

John Spencer -- https://www.youtube.com/@spencereducation

Matt Miller -- https://www.youtube.com/@ditchthattextbook

Amina Yonis -- https://www.youtube.com/@DrAminaYonis

For anyone curious about AI in the post-secondary classroom, I've just completed a 10-program summer series as part of my regular podcast that might be interesting to you. Here are links to the Youtube channel and each particular 16- to 20-minute episode:

The Collaborative Café@WSTKS-FM Worldwide Podcast
https://www.youtube.com/@wstks-fmworldwide5390


Episode 121 – Align AI-Enhanced Pedagogy with DEI Goals!
https://www.youtube.com/watch?v=WSBctkKzdJY

Episode 120 – Cultivate Critical Thinking, Creative Problem-Solving, and AI Literacy
https://www.youtube.com/watch?v=skh5SrXHeek

Episode 119 – GenAI’s Own Arguments against Its Inclusion in the College Classroom
https://www.youtube.com/watch?v=FWpGfzpc2XM

Episode 118 – Circling Back, Touching Base, and Looking Ahead
https://www.youtube.com/watch?v=2ueM_Fz4pIg

Episode 117 – Practical Suggestions for Moving forward with GenAI
https://www.youtube.com/watch?v=XLnjw4-kLzQ

Episode 116 – Fostering Greater Academic Integrity and More Ethical Use of GenAI by Students https://www.youtube.com/watch?v=VHkNYREmI_8

Episode 115 – Cautionary Note and Suggestions for the Ethical Use of GenAI in the College Classroom https://www.youtube.com/watch?v=GZhSIageffI

Episode 114 – How Can Instructors and Students Use GenAI in Teaching and Learning?
https://www.youtube.com/watch?v=x38lEAkIJBE

Episode 113 – Why Integrate GenAI into Our Teaching and Learning Practices?
https://www.youtube.com/watch?v=R-3ifzRYlok

Episode 112 – GenAI in Our Teaching and Learning Practices
https://www.youtube.com/watch?v=gup8phmHpL4


The Collaborative Café@WSTKS-FM Worldwide began in May 2022, serving up practical tips, tricks, and advice to the undergraduates enrolled in Professor Schwartz's literature, drama, and film courses. His continued goal is to help students navigate their routine digital-collaborative activities with greater success. More recently, Schwartz has ventured into an ongoing exploration of GenAI, and how it will transform higher education in the 21st century.

Cook-Sather, A. (2020), Respecting voices: how the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education: The International Journal of Higher Education Research. 79(5):885-901

Abstract: Analyses of how staff and student voices are, or are not, respected in higher education typically unfold in separate conversations. In this discussion, I use narrative analysis of several sources—primary research data, informal participant feedback, and participants’ published essays—to present a case study of how the co-creation of teaching and learning through one pedagogical partnership program brings the voices of staff and students into dialogue. The case study reveals how participating staff and students can develop voices that both speak respectfully and are self-respecting and that can, in turn, contribute to the development of more equitable classroom practices. I provide context for this case study by bringing together key points from literature on staff voice and on student voice, defining co-creation, describing the partnership program, and explaining my research method. The case study itself is constituted by the voices of staff and students who have participated in the partnership program. Drawing on staff words, I show how co-creation supports those staff members in developing voice through dialogue with a diversity of students voices; generating ways of discussing and addressing inequity; and constructing more equitable classroom approaches. Drawing on students’ words, I show how co-creation supports those students in developing voice by positioning them as pedagogical partners to staff and inviting them into dialogue with their staff partners; affirming that they can carry those voices into courses in which they are enrolled; and emboldening them to participate in ongoing conversations about the experiences of underrepresented and underserved students.

Hello! My name is Sarah Schultz and I serve as the Director of My Spartan Story, MSU’s new co-curricular record. I am elated to be your #ama host for September 30! At MSU, we know students are participating in beyond-the-classroom experiences where learning is occurring such as jobs, leadership positions, student organizations, and more. Beginning this fall, students will be formally recognized for their engagement and learning through My Spartan Story and the Spartan Experience Record, an official MSU document which students can request through the Registrar’s Office alongside their transcript. As a new initiative at MSU, I am happy to answer questions on co-curricular experiences, how you can get involved with My Spartan Story, and all things beyond-the-classroom learning.

Still plugging away with my summer podcast series on how we might integrate GenAI into our courses and classrooms. The latest episode -- GenAI's Own Arguments against Its Inclusion in College Classrooms -- can be accessed by clicking here: https://www.youtube.com/watch?v=FWpGfzpc2XM

Kind Summer Regards,

Stokes