Digital Humanities pedagogy: new approaches and new ways of thinking about the Humanities?
University College Cork (2013), Teaching and Learning Centre.
Innovate from Where You Are: Supporting, Celebrating, and Connecting InnovatorsMax Tsai
Tuesday, October 15 | 11:45a.m. - 12:30p.m. CT | W178a, Level 1
Session Type: Breakout Session
Delivery Format: Interactive Presentation
Three years ago California State University determined that constant demand for operations, services, and projects was driving out innovation. By creating a small central program to support, celebrate, and connect innovators, CSU improved its culture of innovation. Join us to explore strategies that can help any institution be more innovative.
Outcomes: Understand how one university successfully promoted an improved culture of innovation * Learn specific tactics that can be applied at your institution to promote innovation * Reflect on how these tactics can be applied to develop an innovation program at your institution
Digital Humanities pedagogy: new approaches and new ways of thinking about the Humanities?
University College Cork (2013), Teaching and Learning Centre.
Innovate from Where You Are: Supporting, Celebrating, and Connecting InnovatorsMax Tsai
Tuesday, October 15 | 11:45a.m. - 12:30p.m. CT | W178a, Level 1
Session Type: Breakout Session
Delivery Format: Interactive Presentation
Three years ago California State University determined that constant demand for operations, services, and projects was driving out innovation. By creating a small central program to support, celebrate, and connect innovators, CSU improved its culture of innovation. Join us to explore strategies that can help any institution be more innovative.
Outcomes: Understand how one university successfully promoted an improved culture of innovation * Learn specific tactics that can be applied at your institution to promote innovation * Reflect on how these tactics can be applied to develop an innovation program at your institution
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
Learning in the disciplines event Feb 2012Vic Jenkins
Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.
The economic implications of using simple approaches in distance learningBrian Mulligan
Mulligan, B., Schroeder, R. “The economic implications of using simple approaches in distance learning.”, Discussion Workshop, US Distance Learning Association National Conference 2011, St. Louis, 1-4 May 2011
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Presentation for Opening Plenary Panel, Staying on Course, Teaching Symposium, St. Edward's University, 22 August 2013. How do liberal arts colleges maintain their values in the face of disruptive innovations?
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
Learning in the disciplines event Feb 2012Vic Jenkins
Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.
The economic implications of using simple approaches in distance learningBrian Mulligan
Mulligan, B., Schroeder, R. “The economic implications of using simple approaches in distance learning.”, Discussion Workshop, US Distance Learning Association National Conference 2011, St. Louis, 1-4 May 2011
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Presentation for Opening Plenary Panel, Staying on Course, Teaching Symposium, St. Edward's University, 22 August 2013. How do liberal arts colleges maintain their values in the face of disruptive innovations?
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
Using Smart Technology to Increase Course Offerings in World LanguagesRebecca Davis
Low enrollment in world language courses can prevent a college from offering a breadth of languages and depth in any single language. To help overcome this challenge, five independent colleges in Texas are using high-definition videoconferences, thereby hoping to preserve the “high touch” element that is a hallmark of education in a liberal arts college. These institutions are working with the National Institute for Technology in Liberal Education (NITLE) to explore important research and implementation issues across academic, logistical, technological, financial, and curricular dimensions. CAOs from two of the participating campuses will describe their responses to these issues and how shared programming has surmounted many obstacles to maintaining strong world language departments.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Sloan-C Merlot 12: OER and Accessibility Higher Education Status and IssuesUna Daly
Gerry Hanley, Merlot; Una Daly, Open Courseware Consortium; and Mark Riccobono, National Federation for the Blind present on the importance of designing in accessibility for OER producers and consumers.
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
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Teaching Symposium 2013: Plenary - Staying on Course
1. If you have mobile
technology this morning,
please download the app
”Red Light Green HD
Free" from Victor Ren
Games. It is free in the
apple app store.
Plenary Pre-Panel Challenge
2. How are liberal arts universities
preserving a focus on their key
mission and goals during a time of
disruption in higher education?
3. • Massively Open
Online Courses
(MOOCS)
• Games and
gamification
• 3-D printing
• Tablet computing
• Learning analytics
• Wearable technology
Horizon Report (2013)
6. • Survey of undergraduates regarding their
educational experiences
• Since 2000, 1,544 institutions and 4 million
students have participated
• Provides a detailed perspective on campus
culture
7. 5 Benchmarks of Effective
Educational Practice
• High level of academic challenge
• Active and collaborative learning
• Student/faculty interaction
• Supportive campus environment
• Enriching educational experiences
8. SEU NSSE Feedback
• A strength: Supportive Campus Environment
• Room for growth: Active and Collaborative
Learning at the senior level
– Class presentations, group projects, discussing class
topics outside classroom, participating in community
projects, participate in class…
9. AAC&U and High-Impact
Practices
• First‐Year Seminars and
Experiences
• Common Intellectual
Experiences
• Learning Communities
• Writing‐Intensive Courses
• Collaborative Assignments
and Projects
• Undergraduate Research
• Diversity/Global Learning
• Service Learning
• Community‐Based
Learning
• Internships
• Capstone Courses
10. AAC&U
• 12 LEAP (Liberal Education and
America’s Promise) Essential Learning
Outcomes
• 16 VALUE rubrics (Valid Assessment of
Learning in Undergraduate Education)
11. • Inquiry and analysis
• Critical thinking
• Creative thinking
• Written
communication
• Oral communication
• Reading
• Quantitative literacy
• Information literacy
• Teamwork
• Problem solving
• Civic knowledge and
engagement
• Intercultural
knowledge and
competence
• Ethical reasoning
• Foundations and
skills for lifelong
learning
• Global learning
• Integrative and
applied learning
12.
13.
14. Framing questions for new
technology, pedagogy, or structure:
• Does it facilitate students’ acquisition of mission-
derived learning outcomes?
– What are the SEU mission-derived learning
outcomes?
• Does it facilitate implementation of high-impact
practices?
• Does it move students towards “Capstone-level”
mastery of ELOs? (“deep learning”)
16. Liberal Education in a Networked World
• http://rebeccafrostdavis.wordpress.com
• Slides
• More examples
17. Disruption & Adaptation
• Disruptions
– Massive Open Online Course (MOOC)
– Big Data
– Globally Networked World
• Liberal Arts Responses
– Networked course
– Open Learning Initiative
– Situating the Global Environment
19. • Industrial (xMOOC)
– Faculty expert
– Homogeneous
Network
– One perfect lecture(r)
– Knowledge transfer
• Networked (cMOOC)
– Peer learning
– Heterogeneous
Network
– Knowledge is situated
– Knowledge production
Two Visions for MOOCs
20. Networked Courses
• Local classes in a Larger Network
– Sunoikisis intercampus courses (ICCs) in advanced
Greek & Latin
– FemTechNet: Distributed Online Collaborative Course
(DOCC)
– History Harvest
• Aggregate Expertise
• Share local resources
• Share local perspective
Sunoikisis Network, Fall 2006
22. Big Learning Data
• Improve learning resources based on usage
data
• How do small colleges achieve scale?
• How do small colleges adapt resources to their
context?
23. Blended Learning
in a Liberal Arts Setting
• Bryn Mawr College, NGLC grant-funded program
• “Using Blended Learning in a Liberal Arts
Environment to Improve Developmental and
Gatekeeper STEM Course Completion, Persistence,
and College Completion”
• Open Learning Initiative modules
• http://nextgenlearning.blogs.brynmawr.edu/
24. Open Learning Initiative (OLI)
• Carnegie Mellon
• Computer-based, interactive
tutorials and quizzes
• Customized learning
• Instant feedback
25. Outcomes
• Student preparation = better student-faculty
interaction
– Metacognition
• Assessment data for learning analytics
• Mastery vs. grades
26. Challenges
• Uneven availability of resources
– OLI had poor coverage of economics, biology,
geology, chemistry, developmental math
• Start-up costs: time to find, evaluate, apply &
integrate computer-based materials
• Doesn’t apply in every case, e.g., basic math
skills
27. Creating Resources
• Spohrer (Bryn Mawr) reports 50 hours
• Collaborative Projects from ACS
– Analyzing and Creating Maps
– Beyond the (Online) Handbook: Writing Resources
Designed for the Digital Environment
29. World is Flat
• Global access to information & people
• Creating citizens & workers for this context
• Challenges
– Vs. residential liberal arts experience or immersive
study abroad experience
– Developing skills in this context
– Communicating across domains
30. • First-Year Seminars and
Experiences
• Common Intellectual
Experience
• Learning Communities
• Writing-Intensive Courses
• Collaborative
Assignments and Projects
• Undergraduate Research
• Diversity/Global Learning
• Service Learning,
Community-Based
Learning
• Internships
• Capstone Courses and
Projects
High Impact Practices (Kuh)
31. Situating the Global Environment
• Lewis & Clark College
• https://sge.lclark.edu/
• Jim Proctor, “Situated
Social Learning”
• Interdisciplinary
environmental research
• Situated research
– Local focus on global issues
32. Social learning
• Document research process
• Share research resources
• Share references
• Aggregate projects on blog
– Maps
– Tags
– Concept maps
– Mashups
33. Globally Networked
High Impact Practices
• Common intellectual experience
– Reflecting on research
• Learning communities online
• Collaborative projects
• Undergraduate research
• Global learning
• Community-based learning
• Documenting learning experiences
Editor's Notes
New Media Consortium and Educause. Next year, 2-3 years, 4-5 years
The Annual Report 2007, Experiences That Matter: Enhancing Student Learning and Success, explores the relationships between effective educational practice and selected aspects of student success in college. 2007: NSSE issues “Connecting the Dots,” a report analyzing the relationships between student engagement and selected outcomes, and the institutional practices and conditions that foster student success. Criticism: does not necessarily predict student grades or retention rates
Enriching educational experiences: Participating in: Internships, Community service, Global learning (foreign language coursework, study abroad), Independent study, Capstone, Co-curricular activities, Learning communities. ALSO: Diversity: Talking with students of different religious beliefs, racial or ethnic background, political opinions, or values. ALSO: Using electronic technology to discuss or complete assignmentWabash Study:(Clear and organized classroom instruction—importance of faculty development), Deep learning
2011. Blended courses? Flipped classroom?
Draws from NSSE. George Kuh’s High-Impact Educational Practices (2008). Find out how he got this!Promote skills from “what employers want” (teamwork, written and oral communication, …)
To assess its Essential Learning Outcomes
Simon will give you more details on MOOCs in the next session. For now, I’ll point out that there are two competing visions of MOOCs. What I like to think of as the industrial MOOC and the networked or connectivist MOOC.cMOOCs or connectivist MOOCs offer an alternative vision for MOOCs that focus more on the network effect—the benefits you get from many students but also the idea that networks are heterogeneous and you can find the piece of the network that works for you.The goal of these courses is networked learning seen as an important skill in a world articulated by digital networks
Doing something together creates meaningful exchangesFemTechNet—new course on feminism and technology—local courses linked together
Links to goal of improving student learning—liberal arts college academic mission.Bryn Mawr involved many other liberal arts colleges, including Kenyon—see Joe & Simon.
Learning analytics, mastery, metacognition, student learningBryn Mawr uses these resources—to give students more time on task while freeing instructor time for other activities. To give just one example, students in a “half-semester introductory chemistry course designed for students with weak science and math backgrounds” are using OLI chemistry modules to catch up. Those who need more practice on key concepts can do it on their own time to gain mastery of the material.
The OLI learning modules allow students to practice without risking grades. Since feedback is automatic, they don't have to wait, and instructors don’t have to spend time grading. Instructors also benefit from this formative assessment, because they can track students’ progress and adapt their instruction on the individual and group level to meet student needs. Students ask better questions because had a better understanding of what they didn’t knowThese modules also allow the instructor to flip the classroom and “devote class time to focus on problem solving instead of lecturing and target areas where students need the most help.”Discussion at breakfast with Martin Madsen who teaches physics at WabashMastery as goal especially when paired with class discussions, thought problems, or group projects to apply skills and concepts they were expected to master
Commercial solutions in economics and chemistry of similar quality but more expensiveStudents challenged with basic math skills had psychological barriers to learning math (not lack or exposure or need for more practice) needed to break through idea that math was an innate skill that they lacked; such students benefit from interactive, face to face approaches
Cf. SUNY Geneseo open textbook initiative, as well as the Temple example
Motivation for DH at SLAC: educating citizens for a globally networked worldLet’s dig deeper into the context
They also defined high impact practicesSo what do these things look like in a digital context?