This is a great research guide designed to help faculty who wish to incorporate UDL into their classes. See especially the UDL syllabus rubric page (listed under the tab "UDL Course Changes"

This powerpoint presentation from a library instruction conference talks about uses for the tool Padlet -- which looks like a really interesting way for students to share findings on an online graffiti wall.

This article has GREAT examples of instructions to students about discussion posts and rubrics for discussion posts. It also says to let the students create the questions for discussions, rather than providing questions for them.

This article compares the work patterns of a more successful and a less successful online group collaboration and draws conclusions about strategies that instructors can promote/encourage/require to help students successfully collaborate.

If a group worked together to cheat, that certainly would be successful collaboration. I'm sure there are articles out there (that I haven't come across yet) that discuss strategies to minimize or circumvent cheating. Scaffolding assignments and requiring students to make visible all the steps in the process would help I think. Thanks!

This was linked to from the Authentic Assessment website and looks like a treasure trove of useful assessment tools and rubrics for InfoLit. Page was last updated in March of this year too, so it's not likely to be full of broken links.

This article talks about using the ADDIE model to design a one-shot library session. Since that is what I do, I may have to take another look at ADDIE.

This book has a chapter on creating a "student-centered syllabus" for an information literacy course, which could come in handy next week!

This book was cited in "Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions," which also included an example of a protocol from the book that sounded like a great one to use in class.