Our first meeting is tomorrow morning at 10am: Friday, September 30, 2022, and we hope you'll join us! IN the meantime, here is another recent book title that might be interesting to peruse more closely since it seems to be about designing inclusive online learning experiences for students.

1) Designing Accessible Learning Content: A Practical Guide to Applying best-practice Accessibility Standards to L&D Resources 1st Edition (2021) -- Susi Miller

2) Dive Into UDL, Second Edition:...

Our first meeting is tomorrow morning at 10am: Friday, September 30, 2022, and we hope you'll join us! IN the meantime, here is another recent book title that might be interesting to peruse more closely since it seems to be about designing inclusive online learning experiences for students.

1) Designing Accessible Learning Content: A Practical Guide to Applying best-practice Accessibility Standards to L&D Resources 1st Edition (2021) -- Susi Miller

2) Dive Into UDL, Second Edition: Immersive Practices to Develop Expert Learners 2nd Edition (2022) -- Kendra Grant and Luis Perez

3) What Inclusive Instructors Do (2021) -- Tracie Marcella Addy et al


Amazon has a number of buying options. As with the previously shared titles, these are not required, but they might make for interesting reading and exploration given our learning community's focus.

Not required, but interested parties might fight these titles helpful:

1) Advancing Online Teaching (2021) -- Kevin Kelly and Todd Zakrajsek

2) Collaborative Learning Techniques (2014) -- Elizabeth F. Barkely, Claire Howell Major, and K. Patricia Cross

3) Multimodal Learning for the 21st Century Adolescent (2010) -- Tom Bean


All available through Amazon.

Not required, but interested parties might fight these titles helpful:

1) Advancing Online Teaching (2021) -- Kevin Kelly and Todd Zakrajsek

2) Collaborative Learning Techniques (2014) -- Elizabeth F. Barkely, Claire Howell Major, and K. Patricia Cross

3) Multimodal Learning for the 21st Century Adolescent (2010) -- Tom Bean


All available through Amazon.

'What 21st Century Skills Are YOU Teaching?' https://www.youtube.com/watch?v=7EPWA1aEb8I

Bingo!

'What 21st Century Skills Are YOU Teaching?' https://www.youtube.com/watch?v=7EPWA1aEb8I

Bingo!

'What 21st Century Skills Are YOU Teaching?' https://www.youtube.com/watch?v=7EPWA1aEb8I

Bingo!

'What 21st Century Skills Are YOU Teaching?' https://www.youtube.com/watch?v=7EPWA1aEb8I

Bingo!

Just completed another podcast episode to support the students in my IAH course. One episode is embedded within each weekly course module on D2L. See what you think.

9 Top Mistakes to Avoid in Your Work for This Course -- https://www.youtube.com/watch?v=d9f6uFzu3Rw

Just completed another podcast episode to support the students in my IAH course. One episode is embedded within each weekly course module on D2L. See what you think.

9 Top Mistakes to Avoid in Your Work for This Course -- https://www.youtube.com/watch?v=d9f6uFzu3Rw

Ahead of our first meeting next week on September 30, I've been doing a bit of digging around and came upon two interesting resources from Dr. Monica Burns that combine EdTech with collaborative learning:

1) EdTech Fundementals: Tech-Friendly Models of Collaboration
https://www.youtube.com/watch?v=lB1dGk3BTO8

and

2) Class Tech Tips: All Things EdTech
https://classtechtips.com/

Interesting, perhaps useful, and certainly will help start our conversation when we meet next week.

Ahead of our first meeting next week on September 30, I've been doing a bit of digging around and came upon two interesting resources from Dr. Monica Burns that combine EdTech with collaborative learning:

1) EdTech Fundementals: Tech-Friendly Models of Collaboration
https://www.youtube.com/watch?v=lB1dGk3BTO8

and

2) Class Tech Tips: All Things EdTech
https://classtechtips.com/

Interesting, perhaps useful, and certainly will help start our conversation when we meet next week.

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 ...

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.