Small group or individual activities set up to enhance learning about a specific topic.
Published in Chapter:
Collaboration for Social Justice and Faculty Development Through Online Course Design
Margaret R. Olson (St. Francis Xavier University, Canada), Joanne Tompkins (St. Francis Xavier University, Canada), Greg R. L. Hadley (St. Francis Xavier University, Canada), Fran Hurley (St. Francis Xavier University, Canada), Janean Marshall (St. Francis Xavier University, Canada), Judy Connor (St. Francis Xavier University, Canada), Laura-Lee Kearns (St. Francis Xavier University, Canada), and Robert Upshaw (St. Francis Xavier University, Canada)
Copyright: © 2021
|Pages: 20
DOI: 10.4018/978-1-7998-6944-3.ch007
Abstract
In this chapter, eight Canadian teacher-educators describe how they collaboratively transformed a face-to-face Master of Education course focused on education for social justice into an online summer course. Each of the eight instructors wrote a short narrative of their experience, and these were woven together to show examples of how this collaborative endeavor worked. Themes emerging from their writing included support through team meetings, faculty development and mentorship through shared resources, support through individuals' diversity of experience, support through building community, transitioning from face-to-face to online learning, and the importance of support from a pedagogically-informed technological support team. Reasons why this collaboration worked are discussed in the conclusion.