The document discusses how educational technology can be used to create, curate, and connect. It provides examples of how students can create digital content and curate collections like ePortfolios and digital badges. Students can connect by participating in online forums, connecting with peers globally, and working in international collaborative projects using cloud-based tools. The goal is for students to develop skills like critical thinking, collaboration, and developing digital identities through their work online.
This keynote speech will synthesize lessons learned from more than 20 years of research and development in the areas of digital learning. The international research Centre CARDET participated in more than 100 digital learning research projects which focus on the use of technology across several contexts. The use of games, social media, and online tools is opening opportunities to both learners and teachers. The emphasis will be on the role of digital tools for revisiting how we teach and learn, and the potential for transforming education practices. We will focus on 3 key projects with interconnected themes.
Digital Responsible Citizenship - https://digital-citizenship.org. The DRC project seeks to improve students and teachers digital citizenship and competency in line with several components of the digital citizenship framework.
iDecide - http://www.idecide-project.eu. This policy reform project aims to develop an innovative toolkit and a mobile app to support evidence-based policy making. The focus is the reduction of disparities in learning outcomes and marginalization, by supporting school leaders, school staff, and policymakers to engage in shared and inclusive decision making.
ENTRINNO – Online game for entrepreneurship and innovation - http://www.entrinno.org. As part of this project we developed an online game teaching youth entrepreneurial skills. The project was implemented and evaluated in 8 EU countries.
We will bring together lessons learned discussing the key issues around gamification, storytelling, social media, and digital citizenship, providing recommendations for both researchers and practitioners.
Interaction: What Every Digital-Age Classroom Needs!Staci Trekles
The most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Our Open House opening presentation to interested students and families. After this we had 4 stations with 3 student presentations and a teacher presentation to share the kind of learning that happens at our school.
This keynote speech will synthesize lessons learned from more than 20 years of research and development in the areas of digital learning. The international research Centre CARDET participated in more than 100 digital learning research projects which focus on the use of technology across several contexts. The use of games, social media, and online tools is opening opportunities to both learners and teachers. The emphasis will be on the role of digital tools for revisiting how we teach and learn, and the potential for transforming education practices. We will focus on 3 key projects with interconnected themes.
Digital Responsible Citizenship - https://digital-citizenship.org. The DRC project seeks to improve students and teachers digital citizenship and competency in line with several components of the digital citizenship framework.
iDecide - http://www.idecide-project.eu. This policy reform project aims to develop an innovative toolkit and a mobile app to support evidence-based policy making. The focus is the reduction of disparities in learning outcomes and marginalization, by supporting school leaders, school staff, and policymakers to engage in shared and inclusive decision making.
ENTRINNO – Online game for entrepreneurship and innovation - http://www.entrinno.org. As part of this project we developed an online game teaching youth entrepreneurial skills. The project was implemented and evaluated in 8 EU countries.
We will bring together lessons learned discussing the key issues around gamification, storytelling, social media, and digital citizenship, providing recommendations for both researchers and practitioners.
Interaction: What Every Digital-Age Classroom Needs!Staci Trekles
The most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Our Open House opening presentation to interested students and families. After this we had 4 stations with 3 student presentations and a teacher presentation to share the kind of learning that happens at our school.
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
Building and maintaining your digital research profiletbirdcymru
Workshop shared with colleagues at School of Education Summer School, 27 June 2015. A digital research profile is what a researcher wants to share about herself and her work online, including some work which may be created online, and research which may be conducted online.
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
Building and maintaining your digital research profiletbirdcymru
Workshop shared with colleagues at School of Education Summer School, 27 June 2015. A digital research profile is what a researcher wants to share about herself and her work online, including some work which may be created online, and research which may be conducted online.
Learning Curve: How College Graduates Solve Information Problems in the Workp...Michele Van Hoeck
Findings and recommendations from 2012 Project Information Literacy national study of workplace information literacy. Presented at the 2013 California Conference on Library Instruction.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Thoughts about Computing in the 21st Century Elementary ClassroomLO*OP Center, Inc.
Slides accompanying seminar given by Liza Loop, online, to primary school teachers in training at Leuphana University, Luneburg, Germany on 10 Dec. 2016
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
Coherent learning design for e portfolio framed authentic learning experiencesBeata Jones
This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2013). The discussion includes exploration of educational goals, effective scaffolding for creating course cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning. Two ePortfolio case studies are presented - one at a course and one at a program level.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
5. WHAT IS IT WE WANT OUR
STUDENTS TO LEAVE WITH?
So let me start with a question to all of you?
6. Bonnie Bassler
“I need students who can get along with others,
who can work as part of a team. I need
people who are able to listen, who are
curious, and hard-working.”
7. “What was the last international collaborative
project you were involved in?”
8. So with these shared objectives, why
am I here talking with you about
educational technology and online
learning?
13. Freeman S, Eddy S, McDonough M, Smith
M, Okoroafor N, Jordt H, Wenderoth M;
Active learning increases student
performance in science, engineering, and
mathematics, PNAS April 2014
17. What are we supporting through the
use of these tools?
• Group skills
• Critical thinking
• Problem solving
• Collaboration
• Developing, creating, and revising
• Approaching failure as iterative
• Continuous feedback
• Deep reflection
18. Here’s one way to think of it…
1. Create
2. Curate
3. Connect
25. • Digital Storytelling course
• Open. Online. Networked community.
• 15-week course
• Students frame their own digital identity
26.
27.
28.
29. Minecraft
• Sandbox video game
• Enter as avatar
• Build simulations of problems or particular
create experiences
• Active engagement that simultaneously calls
on diverse ways of knowing
30.
31. • Leveling up
• Cooperative play
• Just-in-time feedback
• Well defined problems within ill-defined
problems
• Many possible outcomes
• Actions have meaning
• Incremental (vs. entity) intelligence
• What you DO is assessment
• Mentoring
42. ePortfolios
• Electronic collections of a students’ work over
the course of their academic career
• Artifacts of their learning
• Broader than a transcript
• Portable
43. Digital Badges
• Electronic containers for accomplishment
• What makes for a badge?
• Awarded with evidence of competence
• Meaningful on the outside
• A better link between employers and job seekers
• Think outside classroom too
• Mozilla Open Badges
• Blackboard and Moodle
47. Domain of One’s Own
• Provide each freshman with a domain name
• Assigned to a web server
• Develop digital identity
• First year series of seminars…
48. First Year Seminars…
• Experiment with server management tools
• Create sub-domains
• Create email addresses
• Create databases
• Manage file structures
• Install scripts
• Play with wikis and blogs that they create
• Tinker
• Import and export
• Curate
• Study the design & function of their digital environment
• Assemble a platform to support their publishing
50. What do they learn?
• Knowledge management
• Curation skills
• Multimodal writing
• Intellectual property
• Bibliographic instruction
• Social networking
• Understand network effects that arrive recursively
• Think about the web at the level of the server
• Digital fluency
• Well prepared for responsible leadership in the world
51.
52. And the faculty and staff?
• They travel right along with their students
• Fellow learners
• Companion faculty programs
• A bridge between student affairs and
academic affairs
53. “…the whole student - who are they?
What are their values, what do they
do outside of class, what are their
abiding interests, where do they
hope to be going?”
- Frank Wong
55. • Participation in forums & affinity spaces
• Posting creations to a wider audience
• Peer learning
• Connecting with researchers at other
institutions
• Connecting with other classrooms around the
world
56.
57. Jesse Stommel
• The Twitter essay
• Student essays in response to a prompt
• Peer review
58.
59.
60.
61.
62. Peer Instruction
• Eric Mazur
• Learning Catalytics
• Pairing/grouping students in a planful way
• Peer evaluation of group projects
66. The Course
• Undergraduate, global course
• Gino Sorcinelli, Isenberg School of
Management and David Buchanan, School of
Public Health
• Since Spring 2011
• In fall ’14, it will be 4 continents, 5 countries, 6
universities
67. Who?
• University of Massachusetts, Amherst
• The National University of Ireland (NUI) Galway
• Novgorod State University, Novgorod Russia
• The American University of Egypt
• The National Chiao Tung University, Taiwan
• The Wenzao Ursuline University of Languages,
Taiwan
68. What do they do?
• Biotech company efficacy
• International teams
• Each team produces a presentation
• Tools: email, video conferencing, Instant
Messaging, Microsoft Office 365, OneDrive,
SharePoint
• All student materials are in the cloud
• Cloud Teaching Fellows Program
71. “It was a very collaborative
approach to problem solving and
getting work done. I couldn’t believe
how accountable we were.”
Lindsay Parenteau, UMass, Amherst
Senior Student
73. And here are mine…
• Focus on affordances, not tools
• Avoid tack-ons, make it a working part of what
you do
• Aim for intuitive use
• Think synthetically
• Reward the behavior you want to encourage
• Ask for help
74.
75. "Any technology gradually creates a totally
new human environment. Environments
are not passive wrappings but active
processes…The 'message' of any medium
or technology is the change of scale or pace
or pattern that it introduces into human
affairs.”
- Marshall McLuhan
76.
77. “Learning is about grappling with
paradoxes, conundrums – more like a
network than an ordered chart of learning
outcomes.”
- Gardner Campbell
78.
79. “A good joke isn’t a
punch line, but a story
that goes on forever.”
- Louis CK
David Fite
Nancy Hensel
New American Colleges and Universities…
I’ve had the delight of working with a number of you through the Teagle Foundation grant and through the Innovation Summit last fall
Michelle has been live tweeting all of the sessions so far.
I am a technology integrationst. I work with teachers, administrator, and staff to help realize the full potential of digital tools in teaching and learning environments.
Ask them to shout out – (seed the crowd?) – go ahead, just shout out words. Words for the skills and abilities you want your students to possess when they leave your insititutions. Don’t be shy.
Just last week I had the good fortune to attend a part of the Advanced Placement Reading put on by the College Board in Kansas City. While there I attended a talk one night given by the Princeton researcher, Bonnie Bassler. At the end of her talk she showed a photo of the graduate students in her lab and thanked them. A fresh faced group of eager looking young people. During the q/a period at the end, one of the teachers in attendance asked Bonnie, what do you look for when you’re hiring graduate students for your lab? And do you know what she said? She didn’t say anything about grades or GRE scores, she didn’t list the courses they should have taken, she didn’t talk about the content knowledge they needed to have. Here’s what she said:
Helps facilitate the constructivist approaches we all agree are educationally sound
Students as makers and producers
Breaks silos, blurs boundaries
The role of “school” has shifted from being the source of knowledge to the validator, the applier of knowledge
Helps to bridge the worlds of student affairs and academic affairsAnd particularly relevant to a NACU crowd, to provide a better connection between a liberal education and a professional one.
Because we live with media like fish live in water
Add fish swimming picture
??
To test the hypothesis that active learning matters, the authors did a meta analysis of 225 studies that reported data on exam scores or failure rates when comparing student performance in STEM courses under traditional lectures versus active learning approaches.
Results: examination scores improved by 6% in active learning sections than those with traditional lectures, and students in traditional lecture sections were 1.5 times more likely to fail than their counterparts in active learning sections. They went on to find that active learning is more effective acorss all class sizes, though the greatest impacts are felt in class sizes less than 50 students. Trim and fill analysis suggest that the results are not due to publication bias
I’m skeptical of the boosterism, I feel my hand going out in the universal sign to “halt” when I encounter evangelists…. but we cant let our finely honed skepticism blind us to possibilities
So, I squint at these digital tools these widgets, and screens and ask myself…what are we trying to DO with these tools?
Assuming that we want to support constructivist, active learning - to encourage students as producers – to tackle those objectives we laid out a few minutes ago..
I think about it in three broad domains (you could call them affordances)
I’m going to take those three categories one by one and give you some examples, from various colleges around the country, are tackling this. I’ll make a swift trip through these three domains, with Michelle and Pat furiously working along with me, and if you’ll be good enough to stay with me for 40 minutes, we’ll have time to talk about it at the end.
Ok, let’s dive in!
Blogs
Explainers
DS106
Minecraft
Blogs are a great way to build a conversation around an idea. Comment, ask questions, critique, reflect, refer to other posts or articles to support the exchange. It becomes an interactive exercise, as opposed to a stagnant presentation of a single person’s view. Not just words – could be a video blog (vlog), photo stories, student drawings to explain, to show your work, to demonstrate what you know. Break it down for us. As John Dewey said in 1933….
Started at Mary Washington as an in person course in Spring 2010. Extended to an open, online course. Students use different media to tell stories in a series of assignment. Riff with 100’s of students around the world. Assignment repository. Syndicate everyone’s blog into a central hub (republishes all the links to all the story creations). People out on the open web are commenting and leading.
Because video games are basically simulations of particular kinds of experiences, or problems, they require a kind of active engagement that simultaneously calls on diverse ways of knowing. Similar to the way most activities in life require using multiple cognitive skills simultaneously, scenarios in the game world can be constructed in such a way that individuals are forced to apply a variety of intellectual tools.
Contrary to the popular view of game-based learning, then, the game is not simply a robotic teacher. It is not about drilling students with animated adaptive flashcards. It’s more interesting than that. Great game-based learning platforms do not attempt to trick students into memorizing facts. They are not “chocolate covered broccoli.” Instead, video games can be used as tools that encourage students to apply class content in contextualized ways.
Let’s take a moment to pause on the attributes that make video games so compelling as learning environments. If you take a hard look at any multiplayer videogame - games like League of Legends, World of Warcraft, Civilization, Halo, Portal - What are gamers doing when they play?…. They are: leveling up, engaged in cooperative play, benefit from timely feedback, just-in-time information (in the zone of proximal development). MMOGs are well defined problems within ill-defined problems with many routes to success. In games, the learner feels that what they do really matters. Their actions have meaning. They are open-ended and have many possible outcomes. They feel real. Games have motivational benefit because they encourage an incremental rather than an entity theory of intelligence. Gaming is social – most games are multi-player, requiring impressive levels of cooperation and team work in order to meet the game objective.
In a game, what you DO is assessment. So, gaming gives us affordances that serve our purposes
To show you what I mean, let’s take a look at the mentoring going on in the gaming world. One of my favorite examples of that is the concept of narrated play. Gamers regularly post screen capture videos of their game play, narrating heir decision making as they go. There are 100’s of thousands of these videos on YouTube. If you listen to these, they are chalk full of the kind of excellent mentoring, collaborative guidance that we would love our students to develop. It’s apprenticeship.
And, most noteably, 80% of the gaming time is spent failing. Gamers learn from their failures.
In thinking about applying gaming to edu, it’s less about adding a video game to a class and more about designing a class to be more like a game.
As I mentioned games have a social context – the game plus the community adds up to situated learning. As Constance Steinkeuhler explains that games are “third places” Most people live in two places – home and work. People crave a third place, a place of safety and support. Think the Cheers bar, a square dance group, a sports team. The key to a successful third place is one that is neutral ground, conversation is the main activity, it’s accessible and accommodating, there are regulars, the mood is playful. MMOGs provide that third place for gamers. A place to build social capital.
The collection, organization, and aggregation of a students’ body of work.
Portfolios
DoOO
Badges
Westminster and Nazareth
And, unilke a transcript, a student portfolio can include all of those other important elements of their experience at your campus – sports, music, student government, dorm life, volunteer services, work on the school paper, study abroad, internships, and service learning.
The badge is an electronic file that contains artifacts to demonstrate and communicate students’ skills and knowledge. Each badge breaks down a degree, a program, a course into a measurable chunk (you decide on the granularity). Think girl scouts and boy scouts who award badges at the granularity of a set of skills or accomplishments – first aid, camping, meal preparation. A real assist to folks outside your institution. Afterall, (what does an “A” in Biology 101 really mean? A better link, really, between employers and job seekers. Think in terms of digital badges awarded for professional skills, like team work or leadership. Interesting to consider the possibilities outside of the classroom as well – badges awarded in alignment with internships, study abroad programs, library skills, undergraduate research, work study programs, and service learning.
UC Davis. Sustainable Agriculture
Joanna Normoyle
7 core competencies
Students apply for the badge and write up (or deonostrate) what they’ve done to earn the badge, so it’s up to them
One thing I find very interesting about the concept of badges is the idea of breadcrumbs or pathways. If I admire David Solaman, at Sage, (as I can assure you, I do), what do I do to follow his career trajectory. What do I need to know in order to get close to where you’ve arrived? – what path could I follow?)
Riffing on Virginia Woolf
Each student choose and buy their domain name
Assigned to a web server (not a 1 GB folder on a university server, but real space with built-in affordances and analytics)
First year series of seminars facilitated by librarians, instructional technologists, and faculty advisors
Skills and understanding
Syndicated to a community hub, federated with other spaces (because learning doesn’t end at the boundaries of the university)
Grows and changes over time, reflecting your skills and interests
Portable – they don’t evaporate when students graduate, they take their space with them
Mary Washington, Emory, Davidson
This program gives them their own space to explore and develop their digital identity
Students exert control over the digital spaces they learn, teach, and live in
Intense involvement from librarians, IT, administration
Companion faculty program with support, short courses on digital identity and digital scholarship, stipends. Imagine a student affairs companion program to go along with this! Interestingly enough, a program like DoOO could help to provide the kind of bridge between student affairs and academic affairs that Frank Wong, the late Provost of University of Redlands and a founder of NACU, called for in his 1994 article, Primary Care Education: A New American College Model. A way to build deeper and more fulsome academic community, a way to pat closer attention to, as Wong put it, the whole student.- who are they? What are their values, what do they do outside of class, what are their abiding interests, where do they hope to be going?
Deeper and more fulsome academic community
Teaching with Twitter
Peer Assessment
Cloud Course
To understand this one, let’s take a look at Michelle’s live twitterstream. Michelle, can you do a search on Twitter with the hashtag for this talk, which we’ve already set up as #heydennacusi. You’ll see that when Michelle searches on that hashtag, up comes all of the tweets that she’s posted, along with anything that anyone else has posted – any tweet that includes that hashtag hadle.
A 140-character essay. A model of writerly concision, for sure.
Ok. So what Jesse Stommel, an English professor at ____ does is to assign his students to write a 140-character essay, in response to a prompt, and unleash it upon the twitterverse, tethered to a hashtag (for curation purposes). He models the behavior by posted his prompt to them in eactly 140 characters, posted on Twitter. Students go through the drill they would in writing a longer form essay – brainstorming, composing, iterating, rewriting. Stommel encourages students to consider their audience engaged in discussion around a particular hashtag. Stommel encourages them to carefully consider word choice, punctuation, abbreviation, etc. And then they workshop the twitter essays online and in class. Students comments, in Twitter, on the essays of their peers.
Sample prompts. (get student essays)
And while I’m talking about Twitter, let me just put in a plug to the administrators and staff in the audience to encourage you, if you’re not already tweeting, to do so.
Why?
A wonderful way to connect with students, faculty, alumni, employers, prospective students/parents, groups
Build up the values of the institution
Provide a public voice for the college
Share news about higher education
Safety information in the case of a disaster
Address local incidents or widespread trends
Keep a finger on the pulse of the student body
Interact with students
Reach out to alumni
Interesting ramifications here for student evaluations.
4-Continents (North American; Europe; Africa, and Asia); 5-Countries (United States; Ireland; Russia; Egypt; and Taiwan); and 6-Universities (The University of Massachusetts Amherst; The National University of Ireland (NUI) Galway; Novgorod State University, Novgorod Russia; The American University of Egypt; The National Chiao Tung University, Taiwan; and The Wenzao Ursuline University of Languages, Taiwan).
Undergraduate, global course
Gino Sorcinelli, Isenberg School of Management, UMass and David Buchanan, School of Public Health, UMass
Running since Spring 2011
In fall ’14, it will be 4 continents, 5 countries, 6 universities
The course is built around researching the efficacy of different biotech companies
Students work in international teams (representatives from each participating university)
For each assignment, each team produces a presentation given to the rest of the class
Assignments focus on workplace decision making (e.g. “Your Company & Competitors: Business Intelligence Activities and Planning”)
Tools in use: email, video conferencing, Instant Messaging, Microsoft Office 365, OneDrive, SharePoint
All student materials are in the cloud, facilitating collaborative creation
My favorite part of this story? The problems they’ve encountered are social and cultural (not technological)
Based on the success of this course, there is a follow-on Cloud Teaching Fellows Program, organized by the UMass Vice-Provost through the Center for Teaching and Faculty Development to adapt the model to other types and sizes of courses on campus
The problems they’ve encountered are social and cultural (not technological)
So, if we’re going to wrap this up, what are the key take-homes? Before I give you mine, I’d love to hear yours and now comes the homework thing I mentioned at the beginning. Here’s the URL for your to submit your thoughts. If you type in that url, it will take you to a page with three questions, a form for you to answer in. I’d love to hear from each of you and would be happy to share the collective thoughts.
You can do that now, or you can do it later, whatever suits you.
Embedded in the examples I shared with you today were a wide range of digital tools, but I want to stress that the specific tools to use are not important. Instead focus on what you want to do, what you want your students to do, and t the tools will follow. Besides the tools change all the time. But don’t fret about the tools changes, the interesting thing is that the more different tools you use, the easier it gets. You start to recognize patterns, methods, navigations that are similar.
Avoid tack-ons. You want to embed the digital action into the beating heart of what you do.
Think widely and holistically – about the whole campus experience. We tend to think about applying digital tools primarily in the classroom (and that’s good!), but I urge you to think of the other aspects of the higher ed experience – libraries as places for this kind of learning and support, service learning, is your student-run newspaper online, how might you reinvent alumni relations, outreach to prospective students, how might digital tools change the campus tour experience….think about it synthetically.
Faculty need support for this work. Not only professional development and training, but time. Reward the behavior you want to encourage.
Ask for help. Think of the range of educators, administrators, librarians, and support staff that I mentioned here this morning who’ve earned experience – they love to share. One of the unique advantages of your consortium is easy sharing across institutions. Setting up exchanges and collaborations across NACU institutions would be a terrific way to raise all the boats in the harbor.
And now a few dinner mints for you from some of my favorite thought leaders….
The immortal words of Marshall McLuhan remind us that technology is not neutral - new channels of communication change what can be imagined and expressed.
Gardner Campbell, whom many of you met at the Summer Institute two years ago. Campbell reminds us of the importance of fully grappling with the business of learning
Every talk has to have a graph. Here’s mine. Don’t get used to it.
The point is that in the span of twelve years, we’ve seen a sea change. And you’ve just demonstrated the ubiquity of these mobile devices --- these computers in your hands --