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IU High School Online Indiana University

Resources & Publications

IU High School partners with Indiana University faculty, community partners, and external researchers to study, develop, implement, and iterate relevant practices for online learning and teaching. Check out the resources below!

Online Teaching, Learning, and Pedagogy

Itow, R. C. (May 25, 2023). In This Evolution of Learning, Focusing on Student Strengths is #SelfCare. Next Generation Learning Challenges. https://www.nextgenlearning.org/articles/evolution-of-learning-focusing-on-student-strengths-is-selfcare

In this Screenside Chat, IU High School principal, Dr. Rebecca Itow, introduces the Responsive Online Pedagogy model.

 

Itow, R.C. (2020). Fostering valuable learning experiences by transforming current teaching practices: Practical pedagogical approaches from online practitioners. Information and Learning Sciences.
This practitioner-focused paper discusses strategies for leveraging educators’ existing experiences and expertise to support them as they transition to teaching online.

 

The author explores why teaching and learning online feels inherently different than doing so in traditional brick-and-mortar settings, and offers insights for drawing on existing practice to support students in online learning environments.

 

Hickey, D.T., Duncan, J., Gaylord, C., Hitchcock, C., Itow, R.C., and Stephens, S.E. (2020) GPortfolios: A pragmatic approach to online asynchronous assignments. Information and Learning Sciences.
Written in partnership with online high school teachers and university faculty, this paper introduces a succinct set of guidelines for fostering peer-to-peer interactions around student artifacts in semi-synchronous and asynchronous online learning environments.

 

This special issue is Part 1 of a series of research-based articles written to assist practicing educators as they teach, learn, and support school communities online amid a global pandemic.

 

This special issue is Part 2 of a series of research-based articles written to assist practicing educators as they teach, learn, and support school communities online amid a global pandemic.

 

Assessment

Hickey, D. T. (2022). Situative approaches to online engagement, assessment, and equity. Educational Psychologist, 57(3), 221-225.

 

Hickey, D. T., & Harris, T. (2021). Reimagining online grading, assessment, and testing using situated cognition. Distance Education,42(2), 290–309.

Itow, R.C., and Hickey, D.T. (2016).When Digital Badges Work: It’s Not About the Badges, It’s About Learning Ecosystems. InFoundation of Digital Badges and Micro-Credentials, 411–419. Springer, 2016.
This chapter discusses the way use of specific open digital badge features impact learning ecosystems and learners’ interactions within it.

 

Teacher Professional Development

Voogt, J., .Laferrière, T., Breuleux,A., Itow, R.C., Hickey,D.T., and McKenney, S. (2015). Collaborative design as a form of professional development.
This widely-cited paper discusses ways in which engaging teachers in collaborative design can facilitate professional growth that is useful and useable.