Mapping Technology Use for Teaching and Learning at Liberal Arts College

1. Mapping Technology Use for Teaching and Learning at Liberal Arts Colleges Hybrid Thinking about the Role of Technology for Liberal Education Rebecca Frost Davis April 6, 2013

2. References and Linkshttp://rebeccafrostdavis.wordpress.c om/2013/04/06/mapping- technology-use-for-teaching-and- learning/

3. Passion-Driven Statistics• https://www.youtube.com/watch?feature=pla yer_embedded&v=7l070-WFb5Q• Lisa Dierker, Professor of Psychology, Wesleyan University

4. Our Path across the Landscape• Examples of technology-supported teaching and learning from liberal arts colleges – Motivations for engaging with technologies – Driven by definitions of liberal education• Pointing to potential areas for development and collaboration

5. NITLE www.nitle.org• National Institute for Technology in Liberal Education• NITLE helps liberal arts colleges integrate inquiry, pedagogy, and technology.• Future of Liberal Education• Digital Humanities

6. http://www.nitle.org/shared_academics/

7. Liberal Education in a Networked World• http://rebeccafrostdavis.wordpress.com• Slides and more examples available via my blog

8. Conversation aboutTECHNOLOGY IN EDUCATION

9. Online Learning as Delivery Method“Going the Distance: Online Education Massive OpenStates” (2011), p. 7. 100% MOOC in the United Online Course

10. Defining Liberal Education• Small, residential, private, bachelors granting college• The study of the liberal arts and sciences• Preparation & skills for democratic citizenship• Pedagogical methodology & practices --Jo Ellen Parker, “What’s So Liberal About Higher Ed?” Academic Commons

11. See also Lisa Spiro, “Open Education and MOOCs”, Recording of fullpresentation available by request for NITLE members,http://www.nitle.org/live/events/161-open-education-and-moocsMASSIVE OPEN ONLINE COURSES(MOOCs)

12. Slide courtesy of Lisa Spiro, “Open Education and MOOCs”

15. Two Visions for MOOCsIndustrial (xMOOC) Networked (cMOOC)• Faculty expert • Collaborative peer learning• Homogeneous Network • Heterogeneous Network• One perfect lecture(r) • Knowledge is situated• Knowledge transfer • Knowledge production

18. MOOCs as Open Educational ResourcesMOOC CONSUMERS

19. MOOCs as Lifelong Learning• Coursera MOOCs: Over 80% have a BA or higher• Southwestern Computer Science Professor to take Thrun MOOC with students• Gettysburg student took Thrun’s “Machine Learning” as independent study• Modeling how to be a self-motivated learner

20. MOOCs as Global Learning• Both Coursera and edX have global partners in Mexico, Israel, Italy, Japan, Australia, Netherlands, Switzerland, Canada• Expand course offerings in target languages• Global learning opportunity (virtual study abroad)• Peers from diverse backgrounds• “Mentored MOOCs for Global Learning”

21. Tool to Explore Digital Pedagogy• Digital Pedagogy and MOOCification, Jesse Stommel, Marylhurst College• ACS group exploring MOOCs as part of ACS New Paradigms Initiative• Trinity College discussion group on digital courses• Daemen plans MOOC exploration• Common reason also cited by large universities

22. Bryn Mawr College Next Generation Learning Challenge GrantBLENDED LEARNING

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”• Computer-based, interactive tutorials and quizzes that provide customized learning and instant feedback, e.g., Open Learning Initiative modules• http://nextgenlearning.blogs.brynmawr.edu/

24. OpenLearningInitiativeChemistryModule

25. Outcomes• Student preparation = better student-faculty interaction – Metacognition• Assessment data for learning analytics• Mastery vs. grades

26. Challenges• Uneven availability of resources – OLI did not cover well 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

28. Open Textbooks• Open SUNY Textbook • Anthropology Program • Business• SUNY-Geneseo, Cyril • Computer Sciences Oberlander • Education• 15 free online books • English• Library as publisher • Math • Music • Sciences

29. More Reasons to Blend• Free up more time for more meaningful interactions• Expand the classroom• Bring more real world examples in the classroom• Multiple and global perspectives• Navigate successfully in a digital world

30. High Impact PracticesLIBERAL ARTS PEDAGOGIES

31. Liberal Education: Essential Learning Outcomes• Intellectual and practical skills, like – Inquiry and analysis – Critical and creative thinking – Written and oral communication – Quantitative literacy – Information literacy – Teamwork and problem solving• Knowledge of human cultures and the physical and natural world;• Personal and social responsibility, including civic knowledge and engagement both locally and globally;• Integrative and applied learning.

32. High Impact Practices (Kuh)• First-Year Seminars and • Undergraduate Experiences Research• Common Intellectual • Diversity/Global Experience Learning• Learning Communities • Service Learning,• Writing-Intensive Community-Based Courses Learning• Collaborative • Internships Assignments and • Capstone Courses and Projects Projects

33. Public Digital Scholarship

34. Digital Field Scholarship• Davidson, Math Maps• Lewis and Clark, Digital Field Scholarship Seminar• Muhlenberg, Documentary Research Storymapping• Reed College, Carbon Field Studies

35. Stories of the Susquehanna: Digital Humanities, Spatial Thinking, and Telling the historia of the Environment Katherine Faull, Professor of German and the Humanities Alf Kentigern Siewers, Associate Professor of English and Affiliated Faculty Member in Environmental Studies Bucknell University NITLE Seminar, October 9, 2012Slides courtesy of Katherine Faull & Alf Siewers & available online

36. The problem: How to • Civic engagementengage students in local – Summer Writers Institutegeo-history (2009) • Chesapeake Conservancy—Students commonly write historyas: John Smith Trail Connector Trail (2009-12) A linear temporal narrative imposed on complex • Digital storytelling signifying grids – Stories from Marcellus Shale They employ a univocal (2010) narrative voice • Mellon foundation grant And thus provide a single (2012) perspective • Interdisciplinary course (IP) – 2011, 2012 Slide courtesy of Katherine Faull & Alf Siewers

37. Smith’s 1612 map--detail Question remains as to where these locations are today and whether they can even be found as John Smith’s map is not isomorphic, that is is not drawn to scale to represent landscape and locationSlide courtesy of Katherine Faull & Alf Siewers

38. Students georectified Smith’smap according to differentscholarly interpretations1. Clark and Eschleman place allSmith’s sites south of Harrisburg: Sasquesahanough atWashington Boro, Attaock around York, Quadroque near Middletown, Tesinigh around Lebanon, Utchowig around Harrisburg, Cepowig “at the head ofWillowby’s River” (Bush River) inMaryland[produces geographical error ofbetween 10-30 miles]from: H. Frank Eshleman, Lancaster CountyIndians: Annals of the Susquehannocks and OtherIndian Tribes of the Susquehanna Territory fromAbout the Year 1500 to 1763, the Date of theirExtinction (Lititz, Pa.: Express Printing Co., 1909),12-13. Slide courtesy of Katherine Faull & Alf Siewers

39. Teaching new courses: learning new skills• Importance of a LONG TERM mentor/mentee relationship—e.g. Presidential Fellow, Steffany Meredyk• Allows for collaborative learning of new skills• Allows for complementary learning and application of skills• Student skills transferable between GIS, History, Humanities, English, Environmental Studies courses Slide courtesy of Katherine Faull & Alf Siewers

40. CITIZENS FOR A GLOBALLYNETWORKED WORLD

41. Globally Networked World Global Network by Flickr User WebWizzard

42. Multimodality• Linguistic (verbal)• Visual• Audio• Gestural• Tactile• Spatial

43. Increased capacity• Explosion of data• Exponential advances in computation storage and bandwidth• Ubiquity of access, e.g., mobile devices

44. Participatory Culture• Low barriers to artistic expression and civic engagement• Strong support for creating and sharing one’s creations• Informal mentorship by most experienced for novices• Members believe their contributions matter• Some degree of social connection Henry Jenkins, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century

45. Networks

46. The Long TailMass Mass CustomizationIndustrialization Amazon Small Liberal Arts Colleges Humanities Projects Local

47. Pedagogical Experimentation• Digital Humanities Pedagogy: Practices, Principles and Politics, ed. Brett Hirsch, 2013• Digital Pedagogy Reader and Toolkit (in development)

48. Digital Pedagogy Reader and Toolkit• Born digital• Curation of Pedagogical artifacts• Multi- & Cross-disciplinary• Interactive living archive• Networked• Tagged• Open

49. Keywords & CuratorsAbility MOOC RemixCollaboration Multimodal RhetoricCommunity Play SexualityComposition Praxis StorytellingFailure Programming Text AnalysisGLAM Public VirtualityInformation Science Queer WorkInterface Race

50. http://lookingforwhitman.org• Personal student blogs• Aggregation via tags and news feeds

51. Looking for Whitman in . . .• New York City College of Technology (CUNY)• New York University• University of Mary Washington in Fredericksburg, VA• Rutgers University-Camden• University of Novi Sad (Serbia)• Gold, Matthew. “Disrupting Institutional Barriers Through Digital Humanities Pedagogy.” Diversity & Democracy 15, no. 2 (2012).

52. Find out More• http://bavatuesdays.com/looking-for- whitman-a-grand-aggregated-experiment/• http://mkgold.net/blog/tag/lookingforwhitma n/• Matt Gold. “Looking for Whitman: A Multi- Campus Experiment in Digital Pedagogy.”Digital Humanities Pedagogy, ed. Brett D. Hirsch. Ann Arbor: University of Michigan Press, 2013

53. Texas Language Consortium

54. Global Learning• Re-envisioning Diasporas at Swarthmore College and Asheshi University in Ghana

55. Global Course Connection Project• Connecting with a companion course in another nation• Enrich each connected course with an international perspective• Direct exchange between students and faculty members as they discuss shared readings and assignments.

56. Intercampus Interaction or Collaboration• Sunoikisis intercampus courses (ICCs) in advanced Greek & Latin• SUNY-COIL Globally Networked Learning• FemTechNet: Distributed Online Collaborative Course• History Harvest Fall 2006 Sunoikisis ICCs

57. NOW WHAT?

58. Collaborative Approaches• Finding and Creating OLI modules and other materials for blended learning• Plugging into existing digital projects• Creating networked collaborative courses• Something completely new . . .

59. References• I. Elaine Allen, and Jeff Seaman. Going the Distance: Online Education in the United States, 2011. The Sloan Consortium, November 2011. http://sloanconsortium.org/publications/survey/going_distance_2011.• Parker, Jo Ellen. “What’s So ‘Liberal’ About Higher Ed?” Academic Commons (June 10, 2006). http://www.academiccommons.org/commons/essay/parker-whats-so-liberal-about-higher- ed.

Mapping Technology Use for Teaching and Learning at Liberal Arts College

Rebecca Davis

Mapping Technology Use for Teaching and Learning at Liberal Arts College