The document discusses using Kolb's learning cycle model to design online resources that enhance in-class interactions. It shares examples of how the authors applied this model at their universities to develop online modules that help optimize face-to-face class time. The goals are to examine Kolb's model for designing learning environments, share examples of applying it to develop flexible online tutorials, and promote discussion of its applicability at other institutions.
Terri Johnson, Director of Instructional Technology, Carroll University
Our campus introduced faculty “Bootcamps” as a way to engage faculty in redesigning face-to-face courses for online delivery. Bootcamps were 3-day workshops developed to overcome factors contributing to technology anxiety among faculty, such as time constraints and lack of rewards. I will demonstrate how our approach to Bootcamp can be applied in other faculty development scenarios as provided by the audience. Participants will leave with ideas of how to overcome obstacles to faculty development efforts.
NITLE Shared Academics: An Open Discussion of the 2014 Horizon ReportNITLE
At a time of rapid, systemic change, decision-makers must be skilled at recognizing patterns that point to the future of higher education. Many resources exist that follow, describe, and analyze trends. One such resource is the NMC Horizon Report. The 2014 Higher Education Edition is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). For more than a decade, the NMC Horizon Project has been researching emerging technologies with the potential to affect teaching, learning, research, creative inquiry, and information management. How might you use this research to make the best possible strategic decisions to ensure mission-driven integration of pedagogy and technology? These NMC Horizon Report slides were used during an discussion led by NITLE Senior Fellow Bryan Alexander in which participants reviewed the Horizon Report, identified local patterns that supported or contradicted the projections described, and evaluated their potential impact for individual programs or institutions.
Terri Johnson, Director of Instructional Technology, Carroll University
Our campus introduced faculty “Bootcamps” as a way to engage faculty in redesigning face-to-face courses for online delivery. Bootcamps were 3-day workshops developed to overcome factors contributing to technology anxiety among faculty, such as time constraints and lack of rewards. I will demonstrate how our approach to Bootcamp can be applied in other faculty development scenarios as provided by the audience. Participants will leave with ideas of how to overcome obstacles to faculty development efforts.
NITLE Shared Academics: An Open Discussion of the 2014 Horizon ReportNITLE
At a time of rapid, systemic change, decision-makers must be skilled at recognizing patterns that point to the future of higher education. Many resources exist that follow, describe, and analyze trends. One such resource is the NMC Horizon Report. The 2014 Higher Education Edition is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). For more than a decade, the NMC Horizon Project has been researching emerging technologies with the potential to affect teaching, learning, research, creative inquiry, and information management. How might you use this research to make the best possible strategic decisions to ensure mission-driven integration of pedagogy and technology? These NMC Horizon Report slides were used during an discussion led by NITLE Senior Fellow Bryan Alexander in which participants reviewed the Horizon Report, identified local patterns that supported or contradicted the projections described, and evaluated their potential impact for individual programs or institutions.
NITLE Shared Academics: Flipped for the SciencesNITLE
What is motivating the growing interest in the “flipped classroom”? Concerns about the accessibility and affordability of education and the rise of MOOCs drive part of it, but there is also a genuine curiosity about the pedagogical value of restructuring class to optimize learning for the 21st-century student. Faculty in the liberal arts and sciences have been “flipping” their classes long before it became a pedagogical trend. Nevertheless, emerging technologies are presenting new possibilities for how classroom content is delivered. These new tools coupled with students’ ever-evolving preferences for how they engage with content are prompting faculty to examine how they might most effectively allocate classroom content and assignments. For instance, video segments of content that might have previously been conveyed in a lecture are providing students a chance to review the content as many times as are necessary for comprehension. Does this then lead to more productive classroom discussion? If you are designing a flipped classroom in the sciences, how do you discern which assignments belong in class, which belong outside of class and which technologies add the most value to your students? Moreover, how do you rethink your own role? Join Maha Zewail Foote, professor of chemistry at Southwestern University, and Steven Neshyba, professor of chemistry at University of Puget Sound, as they share what they learned from flipping their chemistry classes.
Electronic Texts and Learning: Findings from Two StudiesNITLE
Trina Marmarelli, Instructional Technology Manager, Reed College
Since 2009, Reed College has been exploring the potential of e-reader and tablet technology to enhance teaching and learning. Our pilot studies of the Amazon Kindle DX and the Apple iPad as platforms for reading, annotating, and referring to scholarly texts have shown us that when quick and easy markup and navigation are possible, electronic texts facilitate both comprehension and discussion. I will discuss our studies’ findings and our current investigation of emerging e-text developments.
NITLE Shared Academics: New Directions for Digital Collections by Anneliese D...NITLE
Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Anneliese's presentation.
These slides were shared by Hal Haskell, Professor of Classics, Southwestern University, during two NITLE Shared Academics presentations. The first, "Intercampus Teaching, Networked Teaching," was held on June 4, 2013. He also provided background on the technologies used by Sunokisis, a national consortium of Classics programs, during "The Synchronous International Classroom: New Directions for Cost Control of Foreign Study Programs ," July 30, 2013.
NITLE Shared Academics: New Directions for Digital Collections by Mark ChristelNITLE
Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, as they delve into new directions for digital collections. These slides are from Mark Christel's presentation.
Jessica Sender, Instructional Technology Librarian, and Erin Dell, Assistant Academic Dean for Student Academic Affairs, Guilford College
Focusing on the burgeoning role of ePortfolios in the liberal arts, this session examines Guilford College’s decision to house the ePortfolio program in the library under the direction of the Instructional Technology Librarian. This presentation gives an overview of the deployment and integration of ePortfolios in a liberal arts setting, how students and faculty use ePortfolios presently—from study abroad to faculty development—and the unique partnership between IT, the faculty, administration, and Guilford’s ePortfolio provider.
Evaluating Digital Scholarship, Alison ByerlyNITLE
While a number of professional organizations have produced valuable guidelines for evaluation of digital work, many colleges and universities have yet to establish clear protocols and practices for applying them. Alison Byerly, College Professor and former Provost and Executive Vice President at Middlebury College, who has co-led workshops on evaluating digital scholarship at the MLA convention, will review major issues to be considered in the evaluation of digital work, such as: presentation of medium-specific materials, documentation of multiple roles in collaborative work, changing forms of peer review, and identification of appropriate reviewers. She will then talk briefly about how these issues can best be approached from the perspective of the candidate who wishes to present his or her work effectively to review committees, as well as from the perspective of colleagues who wish to provide a well-informed evaluation of such work.
FemTechNet is a network of international scholars and artists activated by Alexandra Juhasz and Anne Balsamo to design, implement, and teach the first DOCC (Distributed Online Collaborative Course), a feminist rethinking of the MOOC. The course, Feminist Dialogues on Technology, will be offered in fifteen classrooms, at least one in every continent, in the Fall of 2013. This project uses technology to enable interdisciplinary and international conversation while privileging situated diversity and networked agency. Building the course on a shared set of recorded dialogues with the world’s preeminent thinkers and artists who consider technology through a feminist lens, the rest of the course will be built, and customized for the network’s local classrooms and communities, by network members who submit and evaluate Boundary Objects that Learn—the course’s basic pedagogic instruments.
FemTechNet invites interested scholars and artists to join this project and help build this course. In this seminar, Alexandra Juhasz and Anne Balsamo discuss how this innovative project got started, explore the model of distributed online collaborative courses, and lead a discussion of how FemTechNet or similar courses might fit within the liberal arts curriculum.
Speakers
Alexandra Juhasz, Professor of Media Studies, Pitzer College, and Anne Balsamo, Dean of the School of Media Studies, New School for Public Engagement (New York).
NITLE Shared Academics: Networks and the Liberal ArtsNITLE
Networks provide educators in the liberal arts tradition with an excellent opportunity to incorporate technology and technical ideas into the arts and humanities curriculum. How can we incorporate networks and network thinking to foster multidisciplinary learning at the undergraduate level? Tom Lombardi, assistant professor of computing and information studies at Washington & Jefferson College explores this question and demonstrates the exciting role networks can play in liberal education. Hosted by NITLE Shared Academics.
Find out how NITLE can be a resource for you in the coming year and how your institution’s involvement in the NITLE Network is making a difference for liberal education. NITLE’s executive director and staff members will share information about our 2013-2014 program agenda and introduce you to specific tools and resources that your institution can use to make the best possible strategic decisions about integrating pedagogy and technology.
As communication across digital networks becomes increasingly easier, more faculty are exploring networked classes through shared assignments and blogs, videoconferencing, and team-taught courses. Dr. Hal Haskell, Professor of Classics, Southwestern University, has team-taught courses in advanced Greek and Latin and archaeology with faculty from other campuses for fourteen years as part of Sunoikisis, a national consortium of classics programs. In the fall of 2012, Dr. Amanda Hagood, Mellon/Associated Colleges of the South (ACS) Fellow in Literature and the Environment, Hendrix College, and Dr. Carmel E. Price, ACS Postdoctoral Fellow of Sustainability, Furman University, connected their courses, “Writing the Natural State” and “Population and the Environment,” across disciplines and institutions to explore place-based learning in a networked context. In this seminar, these three experienced intercampus teachers will share successes, challenges, and lessons learned from networked teaching.
Collaborations with Open-Access Scholarly PublicationsNITLE
Jack Dougherty, Associate Professor of Educational Studies, Trinity College (CT); Daniel Chamberlain, Director, Center for Digital Learning + Research, Occidental College; Kristen Nawrotzki, Lecturer, University of Education, Heidelberg, Germany; Tim Burke, Professor of History, Swarthmore College
As liberal arts institutions search for sustainable strategies to enhance learning in the digital age, individual scholars are also looking for new modes of communication amid rapid changes in the publishing industry, academic libraries, and intellectual practice. Our panel bridges these conversations with three NITLE-member collaborations featuring open-access scholarship: a journal on archival theory and practice (http://ArchiveJournal.net), a civil rights monograph (http://OnTheLine.trincoll.edu), and an open peer-reviewed edited volume, (http://WritingHistory.trincoll.edu).
NITLE Shared Academics: An Open Discussion of Future TrendsNITLE
At a time of rapid, systemic change, liberal arts campuses must plan strategically for future success and sustainability. We also must prepare students to succeed in that open-ended future. Join this open discussion of future trends at liberal arts colleges led by NITLE Senior Fellow Bryan Alexander, futurist, researcher, writer, speaker, consultant, teacher, and author of Future Trends in Technology and Education, a monthly report that surveys recent developments in how education is changing, primarily under the impact of digital technologies.
OCLC Research: NITLE and/in the Systemwide LibraryNITLE
Brian Lavoie and Constance Malpas of the OCLC Research will give a presentation on their activities on Print Management at Mega Scale and the theme of the library as a systemwide resource. They will provide some context with a general description of the System-wide Organization research portfolio, then move into discussion of the “Print Management at ‘Mega-Scale’” report, focusing in particular on what they are calling the “extra-regional” print collection (i.e., library collections that fall outside the 12 major North American mega-regions). A fair number of NITLE Network members are located in that extra-regional zone; this seminar provides a useful opportunity to engage in a dialogue about how and where small research-oriented institutions fit in the library (and higher-education) system as a whole. We will also discuss what part of the North American print book collection is held by NITLE Network members and continue considering what these will mean for the future of the liberal arts college library and NITLE Shared LibrariesTM.
How can undergraduate digital scholarship prepare our students to be citizens in a networked world? In this seminar, a panel of alumni from the Re:Humanities Symposium, an undergraduate symposium on digital media, will examine what it means to be recently graduated in a world of webs and networks. Each panel member will give a brief description of his or her undergraduate digital scholarship and current work. Panelists and seminar participants will then engage in a facilitated discussion of how panelists’ digital scholarship as undergraduates has prepared them for their current work and challenges in a digitally networked world.
History Engine 2.0: Researching Locally, Collaborating GloballyNITLE
Robert Nelson, Director, Digital Scholarship Lab, University of Richmond, and Christine Berkowitz, Lecturer, University of Toronto Scarborough
The History Engine is a pedagogically oriented project that collects “episodes”—concise vignettes about local historical events—written by undergraduate students. This presentation will highlight how this project uses digital technologies to foster collaboration among students within and between different universities, fosters inter-institutional collaboration among the many colleges that have participated in the project, and publishes student scholarship that is of interest and value to a broad public.
A “Pixar” Model for the Creation of Educational Materials in a Digital World–...NITLE
Thomas D. Lairson, Gelbman Professor of International Business and Professor of Political Science, Rollins College
Developing innovative digital education materials, incorporating all of the engaging value that digitization can offer and promoting complex analytical, and intellectual sensibilities in students are unlikely without significant conceptual and organizational changes. This paper develops the “Pixar” model, based on the disruptive innovation practices of Steve Jobs, to describe these changes and how they relate to the existing educational environment. An example of innovative digital materials, based on U.S.-China relations, is elaborated and related to the Pixar model.
NITLE Shared Academics: Flipped for the SciencesNITLE
What is motivating the growing interest in the “flipped classroom”? Concerns about the accessibility and affordability of education and the rise of MOOCs drive part of it, but there is also a genuine curiosity about the pedagogical value of restructuring class to optimize learning for the 21st-century student. Faculty in the liberal arts and sciences have been “flipping” their classes long before it became a pedagogical trend. Nevertheless, emerging technologies are presenting new possibilities for how classroom content is delivered. These new tools coupled with students’ ever-evolving preferences for how they engage with content are prompting faculty to examine how they might most effectively allocate classroom content and assignments. For instance, video segments of content that might have previously been conveyed in a lecture are providing students a chance to review the content as many times as are necessary for comprehension. Does this then lead to more productive classroom discussion? If you are designing a flipped classroom in the sciences, how do you discern which assignments belong in class, which belong outside of class and which technologies add the most value to your students? Moreover, how do you rethink your own role? Join Maha Zewail Foote, professor of chemistry at Southwestern University, and Steven Neshyba, professor of chemistry at University of Puget Sound, as they share what they learned from flipping their chemistry classes.
Electronic Texts and Learning: Findings from Two StudiesNITLE
Trina Marmarelli, Instructional Technology Manager, Reed College
Since 2009, Reed College has been exploring the potential of e-reader and tablet technology to enhance teaching and learning. Our pilot studies of the Amazon Kindle DX and the Apple iPad as platforms for reading, annotating, and referring to scholarly texts have shown us that when quick and easy markup and navigation are possible, electronic texts facilitate both comprehension and discussion. I will discuss our studies’ findings and our current investigation of emerging e-text developments.
NITLE Shared Academics: New Directions for Digital Collections by Anneliese D...NITLE
Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Anneliese's presentation.
These slides were shared by Hal Haskell, Professor of Classics, Southwestern University, during two NITLE Shared Academics presentations. The first, "Intercampus Teaching, Networked Teaching," was held on June 4, 2013. He also provided background on the technologies used by Sunokisis, a national consortium of Classics programs, during "The Synchronous International Classroom: New Directions for Cost Control of Foreign Study Programs ," July 30, 2013.
NITLE Shared Academics: New Directions for Digital Collections by Mark ChristelNITLE
Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, as they delve into new directions for digital collections. These slides are from Mark Christel's presentation.
Jessica Sender, Instructional Technology Librarian, and Erin Dell, Assistant Academic Dean for Student Academic Affairs, Guilford College
Focusing on the burgeoning role of ePortfolios in the liberal arts, this session examines Guilford College’s decision to house the ePortfolio program in the library under the direction of the Instructional Technology Librarian. This presentation gives an overview of the deployment and integration of ePortfolios in a liberal arts setting, how students and faculty use ePortfolios presently—from study abroad to faculty development—and the unique partnership between IT, the faculty, administration, and Guilford’s ePortfolio provider.
Evaluating Digital Scholarship, Alison ByerlyNITLE
While a number of professional organizations have produced valuable guidelines for evaluation of digital work, many colleges and universities have yet to establish clear protocols and practices for applying them. Alison Byerly, College Professor and former Provost and Executive Vice President at Middlebury College, who has co-led workshops on evaluating digital scholarship at the MLA convention, will review major issues to be considered in the evaluation of digital work, such as: presentation of medium-specific materials, documentation of multiple roles in collaborative work, changing forms of peer review, and identification of appropriate reviewers. She will then talk briefly about how these issues can best be approached from the perspective of the candidate who wishes to present his or her work effectively to review committees, as well as from the perspective of colleagues who wish to provide a well-informed evaluation of such work.
FemTechNet is a network of international scholars and artists activated by Alexandra Juhasz and Anne Balsamo to design, implement, and teach the first DOCC (Distributed Online Collaborative Course), a feminist rethinking of the MOOC. The course, Feminist Dialogues on Technology, will be offered in fifteen classrooms, at least one in every continent, in the Fall of 2013. This project uses technology to enable interdisciplinary and international conversation while privileging situated diversity and networked agency. Building the course on a shared set of recorded dialogues with the world’s preeminent thinkers and artists who consider technology through a feminist lens, the rest of the course will be built, and customized for the network’s local classrooms and communities, by network members who submit and evaluate Boundary Objects that Learn—the course’s basic pedagogic instruments.
FemTechNet invites interested scholars and artists to join this project and help build this course. In this seminar, Alexandra Juhasz and Anne Balsamo discuss how this innovative project got started, explore the model of distributed online collaborative courses, and lead a discussion of how FemTechNet or similar courses might fit within the liberal arts curriculum.
Speakers
Alexandra Juhasz, Professor of Media Studies, Pitzer College, and Anne Balsamo, Dean of the School of Media Studies, New School for Public Engagement (New York).
NITLE Shared Academics: Networks and the Liberal ArtsNITLE
Networks provide educators in the liberal arts tradition with an excellent opportunity to incorporate technology and technical ideas into the arts and humanities curriculum. How can we incorporate networks and network thinking to foster multidisciplinary learning at the undergraduate level? Tom Lombardi, assistant professor of computing and information studies at Washington & Jefferson College explores this question and demonstrates the exciting role networks can play in liberal education. Hosted by NITLE Shared Academics.
Find out how NITLE can be a resource for you in the coming year and how your institution’s involvement in the NITLE Network is making a difference for liberal education. NITLE’s executive director and staff members will share information about our 2013-2014 program agenda and introduce you to specific tools and resources that your institution can use to make the best possible strategic decisions about integrating pedagogy and technology.
As communication across digital networks becomes increasingly easier, more faculty are exploring networked classes through shared assignments and blogs, videoconferencing, and team-taught courses. Dr. Hal Haskell, Professor of Classics, Southwestern University, has team-taught courses in advanced Greek and Latin and archaeology with faculty from other campuses for fourteen years as part of Sunoikisis, a national consortium of classics programs. In the fall of 2012, Dr. Amanda Hagood, Mellon/Associated Colleges of the South (ACS) Fellow in Literature and the Environment, Hendrix College, and Dr. Carmel E. Price, ACS Postdoctoral Fellow of Sustainability, Furman University, connected their courses, “Writing the Natural State” and “Population and the Environment,” across disciplines and institutions to explore place-based learning in a networked context. In this seminar, these three experienced intercampus teachers will share successes, challenges, and lessons learned from networked teaching.
Collaborations with Open-Access Scholarly PublicationsNITLE
Jack Dougherty, Associate Professor of Educational Studies, Trinity College (CT); Daniel Chamberlain, Director, Center for Digital Learning + Research, Occidental College; Kristen Nawrotzki, Lecturer, University of Education, Heidelberg, Germany; Tim Burke, Professor of History, Swarthmore College
As liberal arts institutions search for sustainable strategies to enhance learning in the digital age, individual scholars are also looking for new modes of communication amid rapid changes in the publishing industry, academic libraries, and intellectual practice. Our panel bridges these conversations with three NITLE-member collaborations featuring open-access scholarship: a journal on archival theory and practice (http://ArchiveJournal.net), a civil rights monograph (http://OnTheLine.trincoll.edu), and an open peer-reviewed edited volume, (http://WritingHistory.trincoll.edu).
NITLE Shared Academics: An Open Discussion of Future TrendsNITLE
At a time of rapid, systemic change, liberal arts campuses must plan strategically for future success and sustainability. We also must prepare students to succeed in that open-ended future. Join this open discussion of future trends at liberal arts colleges led by NITLE Senior Fellow Bryan Alexander, futurist, researcher, writer, speaker, consultant, teacher, and author of Future Trends in Technology and Education, a monthly report that surveys recent developments in how education is changing, primarily under the impact of digital technologies.
OCLC Research: NITLE and/in the Systemwide LibraryNITLE
Brian Lavoie and Constance Malpas of the OCLC Research will give a presentation on their activities on Print Management at Mega Scale and the theme of the library as a systemwide resource. They will provide some context with a general description of the System-wide Organization research portfolio, then move into discussion of the “Print Management at ‘Mega-Scale’” report, focusing in particular on what they are calling the “extra-regional” print collection (i.e., library collections that fall outside the 12 major North American mega-regions). A fair number of NITLE Network members are located in that extra-regional zone; this seminar provides a useful opportunity to engage in a dialogue about how and where small research-oriented institutions fit in the library (and higher-education) system as a whole. We will also discuss what part of the North American print book collection is held by NITLE Network members and continue considering what these will mean for the future of the liberal arts college library and NITLE Shared LibrariesTM.
How can undergraduate digital scholarship prepare our students to be citizens in a networked world? In this seminar, a panel of alumni from the Re:Humanities Symposium, an undergraduate symposium on digital media, will examine what it means to be recently graduated in a world of webs and networks. Each panel member will give a brief description of his or her undergraduate digital scholarship and current work. Panelists and seminar participants will then engage in a facilitated discussion of how panelists’ digital scholarship as undergraduates has prepared them for their current work and challenges in a digitally networked world.
History Engine 2.0: Researching Locally, Collaborating GloballyNITLE
Robert Nelson, Director, Digital Scholarship Lab, University of Richmond, and Christine Berkowitz, Lecturer, University of Toronto Scarborough
The History Engine is a pedagogically oriented project that collects “episodes”—concise vignettes about local historical events—written by undergraduate students. This presentation will highlight how this project uses digital technologies to foster collaboration among students within and between different universities, fosters inter-institutional collaboration among the many colleges that have participated in the project, and publishes student scholarship that is of interest and value to a broad public.
A “Pixar” Model for the Creation of Educational Materials in a Digital World–...NITLE
Thomas D. Lairson, Gelbman Professor of International Business and Professor of Political Science, Rollins College
Developing innovative digital education materials, incorporating all of the engaging value that digitization can offer and promoting complex analytical, and intellectual sensibilities in students are unlikely without significant conceptual and organizational changes. This paper develops the “Pixar” model, based on the disruptive innovation practices of Steve Jobs, to describe these changes and how they relate to the existing educational environment. An example of innovative digital materials, based on U.S.-China relations, is elaborated and related to the Pixar model.
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
www.hand2mind.com/ccss
The Common Core State Standards bring an unprecedented opportunity for the education community to work together to positively impact student learning outcomes. It’s an exciting time!
Understanding, activating, and correlating YOUR teaching practices and classroom curriculum to Common Core can seem daunting. Explore our solutions that can make immediate impact on your teaching this year.
Building a Digital Museum: Opportunities for Scholarship and LearningNITLE
Most students and researchers of the theatre arts would seize the chance to stroll through a virtual museum featuring work by one of the world’s most prolific producers of scenic, costume, and lighting designs. That was the vision presented to Furman University when they were given the extraordinary opportunity to digitize the life’s work of renowned New York theatre designer, producer, painter, sculptor, and photographer Peter Wexler. The opportunity also presented a challenge. For a small staff at a liberal arts college, developing a strategy to digitally archive more than 6,000 artifacts within a tight timeframe could be daunting. Before converting the first item into digital format, consideration had to be given to how the collection might be used for teaching and scholarship. Furman’s Digital Collections Center is tackling this challenge as they document the creative process from preliminary sketches to final productions. In their presentation for NITLE Shared Academics, Furman University’s James B. Duke Library colleagues Rick Jones, manager of the Digital Collections Center, and Christy Allen, assistant director for Discovery Services, detailed the strategy and process of digitizing Peter Wexler’s work and how they prepared for the ways in which it will support teaching and scholarship.
Capacity Mapping: Re-imagining Undergraduate Business EducationNITLE
The public’s scrutiny of higher education may be at an all-time high. Whether it be parents questioning the value of a college degree, researchers scrutinizing learning outcomes, government officials tracking student debt, or employers evaluating job-readiness, educators face unprecedented pressure to prepare students for life outside of college. For business educators at liberal arts colleges, this external scrutiny is often matched by internal scrutiny from colleagues who question whether pre-professional programs even belong. Other concerns extend beyond the present and focus on preparing students not just for their first job, but on developing capacities for their whole life—personal, professional and civic. How might business faculty respond to this increased demand and multitude of pressures?
In the midst of this new reality, Mary Grace Neville, began a seven-year programmatic study. She led a multi-stakeholder inquiry and organized a national dialogue centered on the question: “What ought we be teaching at the undergraduate business level in order to be cultivating high integrity leaders for tomorrow’s rapidly changing, highly complex, multicultural, and interdependent world?” In this seminar, she introduced the capacity-mapping framework that has emerged from this work (and continues to evolve) and invited participants to consider various ways to integrate capacity development across an undergraduate business curriculum. Review the personal capacity map and consider these questions:
How do you set priorities and achieve balance within the curriculum?
How can business programs orient themselves so that they can be responsive to the constancy of change?
How can colleagues within institutions and across institutions collaborate to strengthen student preparedness?
How might technology support capacity development?
Join NITLE, Dr. Neville, and colleagues across the nation to re-imagine undergraduate business education.
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.
NITLE Shared Academics - Gamification: Theory and Applications in the Liberal...NITLE
Ten years ago, Beni Balak, associate professor of economics at Rollins College, began using computer games in his classes. As a long-time computer gamer turned professor, he had observed that many of the best practices in pedagogical research were adopted by the electronic game industry. Today, the electronic game industry leads the entertainment sector economy with $70+ billion in annual sales, influencing the economy, culture, and learning. While some teachers remain skeptical about the value of video and computer games in education, over the past decade, a body of theoretical and applied pedagogical work on the use of games as teaching tools has emerged. Gamification in higher education generally refers to video and computer games and involves two related, but distinct approaches: using games as teaching tools and structuring entire courses as games.
In this seminar, Balak identified the principles he employed and the specific structures of the courses he has gamified both using games (i.e., Civilization and World of Warcraft) as well as, more recently, gamifying the curriculum. Beyond the fundamental changes he made to the syllabi and the grading structure, he is beta-testing a learning management system (LMS) specifically designed for this purpose. In this seminar, he shared his progress developing a gamified course structure, how it engages students and accelerates learning, as well as the difficulties he has encountered as he continues to explore the potential of games in the liberal arts.
NITLE Shared Academics: Examining IT and Library Service ConvergenceNITLE
Colleges and universities face a variety of pressures. Two pressure points are adjusting to the evolving landscape of higher education and using finite resources efficiently and effectively. Technology-enhanced “flipped” classrooms, the rise of digital scholarship, and a keener focus on assessment are examples of the former. Space, time, money, and staff expertise are examples of the latter. These pressures become even more pointed at smaller institutions. How have academic library and information technology organizations been contributing toward effective solutions? Some have embraced a path toward greater convergence of IT and library services. Has doing so enabled institutions to adjust sooner and more quickly to shifts in our higher education environment? Has it stimulated innovation? Has it helped eliminate duplicative effort?
NITLE Shared Academics seminar leader Terry Metz delves into these questions, explores why and how the work of technologists and librarians is growing more and more similar, and highlights some colleges that have aligned technology and library talent in more integrated ways. Examine the benefits and challenges of converging IT and library services and consider future implications.
NITLE Shared Academics: New Directions for Digital Collections by Isaac GilmanNITLE
Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, as they delve into new directions for digital collections. These slides are from Isaac Gilman's presentation.
NITLE Shared Academics: New Directions for Digital Collections by Allegra SwiftNITLE
Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Allegra Swift's presentation.
On November 13, 2013, seminar leaders Maha Zewail Foote and Steven Neshyba presented Flipped for the Sciences, in which they shared why they became interested in “flipping” a classroom and introduced the “flipped” techniques they are using to engage students in the sciences. In this follow-up seminar, they offer some practical guidelines on what aspects of your course to flip, and how to flip them. They’ll share strategies for sequencing topics, identifying learning objectives, and motivating students in ways that maximize the benefit of the flipped format. They’ll talk about designing student-centered approaches, such as just-in-time development, that promote serendipitous learning. They’ll also talk about pedagogical experiments that didn’t work out as well as they had hoped. Whether you have already flipped a classroom, experimented with flipped techniques, or are uncertain about whether flipping is suitable for your courses, join the seminar leaders and other colleagues from the NITLE Network who are examining the value of this approach.
NITLE Shared Academics: Cultural Factors Shaping "Crisis" Conversation in Hig...NITLE
The current conversations about crisis in education - and the equally contentious debates about how to solve said crises - do not occur in a vacuum: both the problems and the solutions are the product of a dynamic cultural, economic, and political context. How do faculty, staff, and administrators navigate this changing environment in a way that honors the mission of their institutions and the wider values of post-secondary education? Sean Johnson Andrews, assistant professor of cultural studies in the Department of Humanities, History, and Social Sciences at Columbia College Chicago, examined hese issues with members of the NITLE Network on February 4, 2014.
NITLE Shared Academics: Lessons from a Flipped ClassroomNITLE
The term “flipped classroom” has become both familiar and increasingly more nebulous as its legitimacy is appropriated by companies like Coursera, Udacity, and EdX to construct a market for pre-recorded video lectures. Critics argue that the flipped classroom shifts attention away from engagement with primary evidence, constructing learning entirely around pre-recorded lectures and replacing reading with viewing. Advocates, including seminar leader Jen Ebbeler, point to the variable ways that a “flipped classroom” can be designed and argue that a flipped class can allow for more attention to reading, analysis, and higher-order problem solving. This seminar offered by NITLE looked at how we can incorporate the elements of the flipped classroom to enhance student learning as well as the quality of our instruction. It also examined some of the potential pitfalls and offered suggestions for avoiding them.
NITLE Shared Academics: The Synchronous International Classroom: New Directio...NITLE
This seminar presents an unusual relationship between Southwestern University, a liberal arts college located in the United States, and a partially American-managed archaeological research institute in Italy, the Restoring Ancient Stabiae Foundation. Dr. Thomas Noble Howe will outline ways of maintaining the high standards of American liberal arts colleges—with their intimate interactions between students and faculty—while combining education abroad and synchronous distance learning in a way that more affordably facilitates the insertion of international experiences into increasingly “sequenced” majors. With receptive faculty, good equipment, and reliable backup, a system may be established that obviates the need to replace faculty who are abroad and allows students studying abroad to follow essential courses for their majors. In this seminar, Dr. Howe shares his vision for providing students with international experience through collaboration with unusual international foundations like the Stabiae Foundation. Through discussion with colleagues at NITLE Network institutions, participants will examine possibilities for internationalizing the classroom through partnerships and emerging technologies.
NITLE Shared Academics: Fostering a Collaborative Culture: Smart Change and S...NITLE
Institutional readiness to respond and even thrive amid rapid change is dependent on the ability to cultivate a culture of collaboration and embrace transformative change. Indeed, institutional speed of response ultimately depends on shared vision, shared agreement, and shared leadership. Ann Hill Duin urges those involved with planning throughout all levels of an organization to actively foster a culture of collaboration. Doing so will ready your institution to tackle complex challenges and transform them into opportunities for reinvention and re-invigoration. As a professor of writing studies, Ann Hill Duin studies the language of the transactions that occur through networks of individuals engaged in collaborative, strategic work. During her 15 years in higher education administration, she has worked to build shared leadership across colleges, institutions, and academic and administrative realms. In her study of multiple inter-institutional partnerships, she found that a key component of fostering a collaborative culture is increased access to and shared understanding of “smart” change and “shared” leadership. During this Shared Academics seminar, you will gain increased understanding of these concepts and examine an action plan for strategic partnering.
In order to “keep foreign languages alive and flourishing,” several private institutions of higher education, including Schreiner University, collaborated to form a language consortium for the purpose of expanding opportunities for students to learn languages that help them become global citizens.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Designing Online Resources to Enhance In-Class Interactions
1. Designing Online Resources to Enhance
In-Class Interactions
David Wright, Writing Specialist &
Mike Winiski, Associate Director, Center for Teaching and
Learning, Furman University
Jeremy Donald, Faculty Technology Liaison, Trinity
University
NITLE Seminar
September 20, 2012
2. Upcoming NITLE Seminars
• FemTechNet: The First DOCC,* A Feminist MOOC, October 4,
4-5 pm EDT
• Stories of the Susquehanna: Digital Humanities, Spatial
Thinking, and Telling the historia of the Environment, October
9, 2-3 pm EDT
• Evaluating Digital Scholarship, October 10, 4-5 pm EDT
• Keep Up
– Subscribe to our newsletter, The NITLE News
– Check out our event page:
http://www.nitle.org/events/events_list.php
3. Goals
1) Examine Kolb’s Learning Cycle as model for
designing learning environments (whether
physical or digital) that set the stage for
dynamic, rigorous, and robust in-class
interactions
2) Share examples of how we applied this model to
develop flexible online modules to help optimize
face-to-face time
3) Promote dialog about the applicability of this
model at participant institutions
5. “Reversing the Flow”
“That is, we start in practice, and practice drives
us to content. Or, more likely, the optimal way to
learn is reciprocally or spirally between practice
and content.”
—Randall Bass, “Disrupting Ourselves: The Problem of Learning in Higher Education”
Key: Developing pedagogies that blend
practice and content, both in and out of the
classroom.
6. Traditional Writing Instruction Model
• Give assignment.
• Students write and submit essays.
• Instructors grade essays and give feedback,
which sometimes includes specific writing
instruction.
• Handbooks mostly function as remedial or
supplementary resource.
7. Workshop Writing Model
• Give assignment.
• Students write and submit drafts for workshop.
• Class workshops essays together, which sometimes
includes specific writing instruction.
• Students revise and resubmit essays for final
evaluation.
• Handbooks still mostly function as remedial or
supplementary resource.
8. “Reversing the Flow” with Digital
Tutorials
• Provides instructors with high-quality,
targeted instructional materials.
• Blends writing “content” lessons (e.g. “Writing
Effective Thesis Statements) with the actual
practice of drafting.
• Allows instructors to decide how and when to
incorporate the tutorials into their classes.
9. Tutorials in Richmond’s “Writer’s Web”
Thesis Statement Video Page:
http://writing2.richmond.edu/writing/wweb/th
esis2.html
Thesis Statement Exercises:
http://writing2.richmond.edu/writing/wweb/th
esisexercise.html
10. Assumptions and Notes
• We drink / sip the experiential learning
Kool-Aid;
• We didn’t invent this;
• It’s just a model, but the simplification can
be useful.
13. Social Media in the Workplace (Business
Writing Class)
• Examine the role of social media in our
professional and personal lives and its
impact on how we communicate with one
another
• Identify traps as well as potential upsides
of social media in our professional lives and
develop strategies for optimizing its use
19. You’ve been working for a company for several years.
During a strategy planning session, the topic of Facebook
comes up. The technology doesn’t seem to be a fit for any
of the company initiatives, so the group moves on to other
topics of discussion. You’re an avid user of Facebook and
connect with family, friends, and several co-workers with
whom you feel close. You get home that evening, log into
email, and find a friend request from the Director of
Marketing, an attendee at the meeting earlier in the day.
He’s a very well-respected member of the organization, but
he’s always made you feel uncomfortable for some reason.
You aren’t sure what to do, so you ignore the request. A
few days later, you bump into this co-worker in the hallway.
He asks if you’ve gotten the request. What should you do?
22. As Instructors, We Are All Self-Taught
“That is, we start in practice, and practice drives
us to content. Or, more likely, the optimal way to
learn is reciprocally or spirally between practice
and content.”
—Randall Bass, “Disrupting Ourselves: The Problem of Learning in Higher Education”
27. Class time for…
• Targeting the understandings, content, or skills
that students find most difficult
• Providing low-stakes practice and feedback
opportunities (emphasis on peer feedback w/
expert oversight; also an informal assessment
opportunity)
• Letting students build something from their
meaning-making/explaining/mistake-fixing that
can in turn support them in the active
experimentation phase
28. Examples
• Students create a set of criteria or guidelines
to apply during their upcoming active
experimentation
• Students create a set of criteria for self-
evaluation
• Students create something typical to
authentic practice (e.g., a research proposal,
an executive summary, a spec sheet)
29. ACS Blended Learning Grant Project:
Analyzing and Creating Maps
http://bit.ly/NtBkup
Website serves as resource for instructors,
providing online materials intended for out-of-
class use (tutorials, including a substantial case
study, and ideas for writing prompts) as well as
suggested in-class strategies. A complete
sample curriculum for a two-day module on
spatial thinking is also provided.
Screencast Tutorials: Teacher’s Notes: Sample Curriculum:
Map Literacy Writing, activity, and More-developed
Histograms, etc. assignment ideas for example of an
Case Study adapting into your adaptation/impleme
Creating Your Own Map course ntation within a
political science
course.
30. Map Literacy Example
Apply your
guidelines in the
written evaluation
of a new set of
maps, and see if the Answer questions,
guidelines are reply to prompts
aligned with your
own critical
response to the
maps. Note
revisions you would
Discuss homework as a
make to the Working in groups,
class.
guidelines. create a set of
guidelines for map-
(Individually) write list of
making that reflect
pros and cons for a chosen
the criteria you’ve
map, using criteria you’ve
worked together to
developed.
refine.
31. Map Literacy Example
Apply your
guidelines in the
written evaluation
of a new set of
maps, and see if the Answer questions,
guidelines are reply to prompts
aligned with your
own critical (Out of class)
response to the
maps. Note
revisions you would
Discuss homework as a
make to the Working in groups,
class.
guidelines. create a set of
guidelines for map-
(Individually) write list of
making that reflect
pros and cons for a chosen
the criteria you’ve
map, using criteria you’ve
worked together to
developed.
refine.
32. Map Literacy Example
Apply your
guidelines in the
written evaluation
of a new set of
maps, and see if the Answer questions,
guidelines are reply to prompts
aligned with your
own critical (Out of class)
response to the
maps. Note
revisions you would (In class)
make to the Working in groups, Discuss homework as a
guidelines. create a set of class.
guidelines for map- (Individually) write list of
making that reflect pros and cons for a chosen
the criteria you’ve map, using criteria you’ve
worked together to developed.
refine.
33. Map Literacy Example
Apply your
guidelines in the
written evaluation
of a new set of
maps, and see if the Answer questions,
guidelines are reply to prompts
aligned with your
own critical (Out of class)
response to the
Real-time assessment/feedback opportunities
maps. Note
revisions you would (In class)
make to the Working in groups, Discuss homework as a
guidelines. create a set of class.
guidelines for map- (Individually) write list of
making that reflect pros and cons for a chosen
the criteria you’ve map, using criteria you’ve
worked together to developed.
refine.
34. Map Literacy Example
Apply your
guidelines in the
written evaluation
of a new set of
maps, and see if the Answer questions,
guidelines are reply to prompts
aligned with your
own critical (Out of class)
response to the
maps. Note
revisions you would (In class)
make to the Working in groups, Discuss homework as a
guidelines. create a set of class.
(Homework) guidelines for map- (Individually) write list of
making that reflect pros and cons for a chosen
the criteria you’ve map, using criteria you’ve
worked together to developed.
refine.
37. References
Bass, R. (2012). Disrupting ourselves: The problem of learning in higher education.
Educause Review. Retrieved from http://www.educause.edu/ero/article/disrupting-
ourselves-problem-learning-higher-education
Kolb, D. A. (1983). Experiential learning: Experience as the source of learning and
development (1st ed.). Prentice Hall.
Svinicki, M. D., & Dixon, N. M. (1987). The Kolb model modified for classroom activities.
College Teaching, 35(4), 141–146.