Collaborative Class Annotated Bibliography

For our latest assignment, our class created a Collaborative Annotated Bibliography (link goes to a shared Google Doc), for which we each contributed three articles on teaching with technology in our own context, then edited the resulting document together. Our goal was to create a list of 15-20 useful resources for each other and other educators.

For my three contributions, I searched Google Scholar, a tool I’d never used before but will certainly use again, and, following search suggestions, stumbled upon three articles that describe my current teaching concerns. I was not looking for these articles, and I was not looking to read about my work so specifically, but search engines are sometimes serendipitous.

My three articles were on, in order of appearance, instructor presence in distance courses (Al Ghamdi, et al.), the relationship between motivation and cognitive ability and success in distance courses (Logan, et al.), and the potential to use the internet for education in the Yukon-Kuskokwim Delta (Power, et al.), where I live. These three topics span the three determining factors for the success of distance education: the instructor, the student, and the technology. In one of my two current positions, I teach Developmental Math at the UAF Kuskokwim Campus. My role is to support students taking face-to-face and distance-delivered math classes. I am the added instructor presence that helps students to participate and succeed; I help to motivate students to apply their cognitive ability; and I help facilitate technology. Because of where my students are and what they are trying to learn, discussions about when and how to use distance courses, and how to support those who are taking them, are vital to their success.

My classmates shared articles on a variety of topics, and it was interesting to see where they overlapped. There were multiple articles about mobile and tablet devices, using electronic games in the classroom, and distance education. I look forward to reading many of them more closely.

5 thoughts on “Collaborative Class Annotated Bibliography”

  1. I’m glad to hear that the process of research, or article discovery, was enjoyable. I hope that this collaborative annotated bibliography might be useful to other teachers with similar contexts.

  2. Nicholas, I thought the most interesting part of this blog post was your job description at UAF. What an interesting job you have! I often wonder if people in your position will transform education in rural Alaska. Rather than hiring teachers from the Lower 48 to fill positions, will students have a more personalized education online with an instructor guiding their learning? What are your thoughts?

  3. I have to agree with Kevin. Your job stands out and I wish we, the class, could learn more about it. How you do you organize your course and keep your students engaged? In what ways do you motivate your students? Do you use ed tech tools or is that considered cognitive overload for rural areas? Not trying to generalize or stereotype. I am just that curious.

    I also enjoy Google Scholar, but many times I don’t have access to it/have to pay I just get the info and just search it on our UAF library site. The only constructive criticism is your comma versus period placement. For example, the first sentence on your 2nd paragraph runs on to include mentioning the three articles twice.

    On another note, I did agree with you on other ways to organize the annotated bibliography. I tried to divide K-12 and higher learning but there were a lot more (first half) that were higher learning so I gave up. But you did make a good point!

    #onidpr

    1. I’m going to write a blog post about what I do. The short answer to your specific questions about it: I don’t. I tried to organize my class, and it backfired. I gave up. It’s entirely organic, now. Some sections are a drag because students aren’t engaged or insist on struggling through the math on their own, without asking me or collaborating with their classmates; other sections are a blast, and we stay late working through hard problems together as a group. There are too many factors that go into which of those two ways a class goes, and I have control over none of them. I do use some tools, and I’ll talk about those and the challenges of using them out here in my post.

      I had the same experience with Google Scholar—having to go find the article on the library database to avoid paying for it. I try to avoid those articles as much as I can and stay in the Commons.

      Good catch in paragraph 2. I knew something didn’t look right there. I’ll fix it. Thank you.

      Did you read Deana’s blog post on the annotated bibliography? She found a possible way to organize the articles that I think would have worked.

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