We’re curating articles and posts on remote teaching, distance learning, pedagogy, and technology that may be possibly relevant and useful. Some articles are also highlighted and annotated with the Hypothes.is social reading and collaborative annotation platform. To read annotations, simply click on the highlighted text in the article, and/or toggle the annotation panel open and closed with the arrow icon in the top right corner of the page.
Hypothes.is has been approved for college use. If you would like to learn more about incorporating social reading and collaborative annotation in your teaching and research, and to add or respond to annotations. here, get in touch with Mo Pelzel (pelzelmo@grinnell.edu) to set up a free Hypothes.is account.
- Doug Lederman, “We’re All in This Together” (6-17-20)
- Derek Bruff, “Active Learning in Hybrid and Socially Distanced Classrooms” (6-11-20)
- Sarah Rose Cavanagh, “How I’m Spending My Pandemic Summer Vacation” (6-9-20)
- Flower Darby, “Small Teaching Online” (6-26-19)
- James Lang, “On Not Drawing Conclusions About Online Teaching Now—Or Next Fall” (5-18-20)
- Doug Lederman, “The Hyflex Option for Instruction This Fall” (5-13-20)
- Michelle Miller, “5 Takeaways from My COVID-19 Remote Teaching” (5-6-20)
- Lee Skallerup Bessette, et al., “5 Myths about Remote Teaching in the COVID-19 Crisis” (5-1-20)
- Tom Haymes, “Scholus Interruptus: Making Systems of Learning Antifragile” (4-29-30)
- Stephanie Moore and Phil Hill, “Planning for Resilience, Not Resistance” (4-28-20)
- Laura Killam, “Exam Design: Promoting Integrity Through Trust and Flexibility” (4-7-20)
- Daniel Stanford, “Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save us All” (3-16-20)
- Howard Rheingold, “Some tips for teaching (mostly) higher ed online” (3-9-20)
- Maha Bali and Bard Meier, “An Affinity for Asynchronous Learning” (3-4-14)
