Think Tank on Digital Competencies for the Liberal Arts

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starSee reflection and photos from Think Tank co-lead G. Siesing, Bryn Mawr College.
Join two follow up webinars from the BMC & Davidson teams via EDU-PLACE in January.

 

At this think tank event hosted by Davidson College, a mix of faculty, campus leaders, librarians, technologists, and instructional designers from liberal arts colleges across the country focused first on the Bryn Mawr College Digital Competencies Program (https://www.brynmawr.edu/digitalcompetencies), tracing its history, motivations, and impacts for students, faculty, and the institution.

 

It was a great event – interesting and fun. I was surprised how much we accomplished in a short period of time. Thanks to all!
__________________– Janet Scannell, Chief Technology Officer, Carleton College

 

Next, the Davidson team facilitated a design thinking session for some rapid prototyping to explore related interest across our institutions, many of whom are exploring and building similar kinds of programs and looking for frameworks to share and adapt.

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The concepts of digital competencies and digital fluency reflect the need for students to develop digital skills and critical perspectives as lifelong learners prepared for work and life in the 21st century. There is growing recognition of the importance of integrating these skills into a well-rounded liberal arts education. Recently, Bryn Mawr College has developed a digital competencies framework focused on these five areas:

  • Digital Survival Skills
  • Digital Communication
  • Data Management and Preservation
  • Data Analysis and Presentation
  • Critical Design, Making, and Development

IMG_1461The main outcomes from this workshop will be to create a community of practice around design, development, and facilitation of digital competency/dexterity/fluency programs in the liberal arts and to identify ongoing ways of sharing program models and resources. Individual institutional teams will also be able to adapt and expand Bryn Mawr’s digital competencies framework as appropriate for local contexts. We hope that LACOL and other LAC partners might also at some point build on the BMC digital competencies framework as an expression of foundational capabilities that we agree on across liberal art institutions as relevant for scholarship, learning, work, and life in the digital age. A shared framework can provide a pathway to accelerate stated LACOL goals for creative collaboration in digital experimentation, faculty development, and research.

Follow up events and webinars are planned.  Faculty, instructional designers, leadership, career development center directors, and others engaged in thinking through digital competency frameworks for the liberal arts are encouraged to join the conversation. Watch this space! (more…)

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QLAB update: piloting Q-bits with students (Fall ’17)

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Prof. Ming An (Vassar College), lead author of the 'Choosing a Graph Type' Q-bit
Prof. Ming An (Vassar College), lead author of the ‘Choosing a Graph Type‘ Q-bit

starQLAB Webinar 11/15: 
click here to jo
in the discussion

 

This summer and fall, teams of faculty and technologists collaborated intensively to launch QLAB, a shared framework for curating, implementing and assessing online instructional modules for quantitative skills (QS) and reasoning for just-in-time review and skill-building across disciplines.  The goal of the QLAB project is to assist faculty teaching quantitative subjects who find they need methods to support students with gaps in preparation. The strategy draws on a body of research in higher education and experience at our institutions showing that online modules can be a beneficial component of an overall QS support program.

The individual modules, known as Qbits, review quantitative topics and demonstrate the topic’s applications in different disciplinary contexts.  For example, a module might review logarithms and then consider the application to decibels and sound perception in psychology, the Richter scale in geology, the concept of pH in chemistry, etc. In Fall 2017, Qbits are being implemented through a combination of videos and quizzing, and consist of an initial knowledge check, short videos to review specific quantitative skills, structured application problems that give students practice applying the quantitative skill in disciplinary contexts, and a final knowledge check.

Q-bits tested in Fall 2017:

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QLAB session
June 2017

Developing online resources that can be used in multiple contexts to help students strengthen their quantitative skills serves two purposes. First, by demonstrating the relevance of specific QS in various disciplinary contexts, students learn to view quantitative skills as fundamental and transferable skills that they can draw on in many areas of their liberal arts experience. Second, the consortial effort allows us to collect meaningful data about the effectiveness of the various modules for a greater number of students in a wider variety of contexts.  Using what we learn in this pilot, we plan to expand the collection of useful modules.

Aims of the pilot include:

  • Developing a collaborative framework for design, implement and assessment of online modules for QS/QR instruction and review at residential liberal arts institutions.
  • Crafting an initial set of instructional modules on high-priority QS topics, drawing on high quality instructional content, developed in partnership with Yale ONEXYS and others.  
  • Assessing module effectiveness as refreshers for tutoring and as just-in-time instruction embedded in coursework.
  • Gathering data to evaluate the impact of modules on student learning and confidence in each phase of the project and beyond.

(more…)

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Q-bit: Logarithms

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LACOL_MKAlgebra:
Logarithms
Module Purpose: This module guides students on key concepts for working with logarithms in different disciplinary contexts.

Module Authors: Melissa Eblen-Zayas, Carleton College, Jim Rolf and Yale ONEXYS, with additional problems contributed by LACOL faculty, instructors and QS/QR tutors.

Notes on Strategy: 

  1. Watch the instructional videos to review some basic characteristics of logs and different ways that they can be used.
  2. Gain practice in applying your knowledge through problem solving.

Application Problems:

  • Perception of Sound (Psychology)
  • Acidity of Chemical Solutions (Chemistry)
  • Radioactive Materials – Rate of Decomposition (Chemistry, Physics)
  • Earthquakes and the Richter scale (Geology)
  • Binary Representation of Data (Computer Science)
  • Binary Search (Computer Science)
  • Doubling the Value of an Investment (Economics)
STUDENTS: Access the ‘Logarithms‘ Q-bit in your LMS! 

Carleton College: contact the Academic Technology team in ITS for access in Moodle.

Haverford College: https://moodle.haverford.edu/course/view.php?id=678

Williams College: contact the OIT team for access in GLOW.

(more…)

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Q-bit: Linear Functions

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LACOL_MKAlgebra:
Linear Functions
Module Purpose: This module guides students on key concepts for working with linear functions in different disciplinary contexts.

Module Authors: Adam Honig, Amherst College, Jim Rolf and Yale ONEXYS, with additional problems contributed by LACOL faculty, instructors and QS/QR tutors.

Notes on Strategy: 

  1. Watch the instructional videos to review some basic characteristics of linear functions and different ways that they can be used.
  2. Gain practice in applying your knowledge through problem solving.

Application Problems:

  • The Keeling Curve
  • Moving Objects
  • Linear Functions in the Supply and Demand Model: Numerical Examples
  • Linear Functions in the Supply and Demand Model: Slopes and Intercepts
  • The Consumption Function
STUDENTS: Access the ‘Linear Functions‘ Q-bit in your LMS! 

Carleton College: contact the Academic Technology team in ITS for access in Moodle.

Haverford College: https://moodle.haverford.edu/course/view.php?id=646

Williams College: contact the OIT team for access in GLOW.

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Q-bit: Choosing a Graph Type to Visualize Data

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LACOL_MKGraphing:
Choosing a Graph Type to Visualize Data
Module Purpose: This module guides students on steps to think about the variables they’re exploring and select the best graph type to visualize them.

Module Authors: Ming-Wen An, Vassar College; Albert Y. Kim, Amherst College, with additional problems contributed by LACOL faculty, instructors and QS/QR tutors.

Notes on Strategy: 

  1. Watch the instructional videos and be wowed by the power of data visualization.
  2. Understand the importance of identifying the types of variables in your research question.
  3. Gain practice in selecting the graph type that is best suited to visualize your data.

Application Problems:

  • Biology: Personal Genomics – Quantifying Genetic Variation among Individuals
  • Economics: Discovering the Law of Supply and Demand
STUDENTS: Access the ‘Choosing a Graph Type’ Q-bit in your LMS! 

Carleton College: contact the Academic Technology team in ITS for access in Moodle.

Haverford College: https://moodle.haverford.edu/course/index.php?categoryid=44

Vassar College: http://moodle.vassar.edu/course/view.php?id=11931

Williams College: contact the OIT team for access in GLOW.

We welcome your feedback!! Please leave a comment below to let us know how this q-bit was helpful to you.  What would make it more helpful?  Do you have suggestions for other q-bits? 

[COMMENTS CURRENTLY CLOSED]

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Professors will share their math/stats course exchange pilot at EDUCAUSE ELI

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Jingchen (Monika) Hu, Assistant Professor of Statistics at Vassar College
Above: Jingchen (Monika) Hu, Asst. Prof. of Statistics at Vassar College

Top: Steven J. Miller Assoc. Prof of Mathematics, Williams College

Faculty Talk: Where’s the Remote? Upper-Level Math/Stats Hybrid Course Sharing for the Liberal Arts
Date/Time: Tuesday, January 30, 11:45am – 12:30pm CT
Location: EDUCAUSE ELI 2018, New Orleans, LA

As one possible avenue to expanding curricular offerings for math and stats majors at small liberal arts institutions, partner schools in the Liberal Arts Consortium for Online Learning (LACOL) have been exploring ways to remotely share classes using hybrid/online delivery modes.  Professors Steven J. Miller (Williams College and Jingchen Monika Hu (Vassar College), two faculty members at the forefront of this collaboration, will describe their experiences in designing hybrid courses and teaching with a mix of digital pedagogies.  We will emphasize how connections were made between students and faculty, how well local and remote students were able to engage the material, and the various challenges in coordinating course delivery across several campuses.

For students of advanced mathematics and statistics, the liberal arts model offers a deep level of engagement in learning with faculty and peers; however, due to practical limitations, small colleges cannot always offer the breadth of course subjects available at larger institutions with graduate programs. To explore collaborative models that may help to enrich curricular offerings, faculty and technologists from several leading liberal arts colleges are experimenting with a consortial online/hybrid course sharing model.  In this talk, the professors will share results from three recent course pilots: Steven Miller’s Spring 2017 Problem Solving course from WIlliams College (involving students at Williams, Swarthmore and Amherst Colleges), Monika Hu’s Bayesian Statistics course from Vassar College, and Stephan Garcia’s Advanced Real Analysis course from Pomona College (Fall 2017).  
(more…)

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Unpacking My Library: The Book in Augmented Reality

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This semester, students in Professor Andrew Rippeon’s “Unpacking My Library: The Book, The Burke, and the 20th Century” (Literature & Creative Writing) are introduced to the history and practice of the book in a long arc from the pre-Gutenberg era into the present.

With a focus on the 20th century, Rippeon’s students consider “the book” and “the library” as literary, theoretical, and material engagements: what does it mean to curate a library? How do technological developments bear upon information? How do authors and artists respond to these questions? Over the semester, and in addition to reading in these contexts and to writing their own original critical essays, students make letterpressed broadsides and books, curate micro-libraries, and produce (as a hard-copy book) an anthology of their writing.

Students put the finishing touches on a book making project.
Above: Students put the finishing touches on a book making project.

Top: Prof. Andrew Rippeon demonstrates setting type to a group of students.

In this iteration of the course, students will create their own charged technological context for the book: how does an augmented-reality book further pressurize the context we’re discussing? Students will use 3D technologies (3D printing and the Sprout Pro learning station), and augmented reality applications to produce a book that has a much broader material-technological footprint, at once engaging with and commenting upon the status of the book in the 21st century. We intend to produce an augmented-reality book that documents its own context and production.

(more…)

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Building the Campus of the Future: EDUCAUSE-HP Research Project

Hamilton College is pleased to announce its participation in the Building the Campus of the Future: 3D Technologies in Academe EDUCAUSE/HP research project. This exciting initiative seeks to identify the 3D modalities that hold the greatest potential to result in improvements in learning and research outcomes, as well as enhancements of student engagement, faculty satisfaction and other qualitative metrics. The Research & Instructional Design Team (Library & IT Services) will be leading the initiative at Hamilton. (more…)

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Nov 15: QLAB Webinar – Update on Q-bits Testing in Fall ’17 Pilot (+ What’s Next?)

M. Eblen-Zayas
M. Eblen-Zayas

Event: Webinar – Update on Q-bits Testing in the Fall 2017 Pilot / What’s Next?
Location: ZOOM (details below)
Date: Wednesday, November 15
Time:
12:00 noon – 1PM Eastern
Presenter: Prof. Melissa Eblen-Zayas & QLAB Core Team

 

You are invited to join a webinar update and discussion about QLAB, the multi-campus collaboration to develop a shared framework for curating, implementing and assessing online instructional modules to assist students with quantitative skills and reasoning across disciplines.

NB: A recording of the webinar will be shared for those who cannot join in person.

Read more about the pilot: http://lacol.net/qbits-pilot

Webinar Agenda: The goal of this session is to bring those who are interested up-to-speed with where the QLAB project stands, what we have learned so far, and what our next steps might be. We will be looking for input on approaches to revising the existing Q-bits, choosing topics for the next several Q-bits to be developed, and lowering barriers to contributing to the project.

    • Status of the Q-bit project — goals, what makes this project different, overview of what we have done
    • Lessons learned so far
    • Seeking input on some next steps

 

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Language Skills Dashboard – drill down on data visualization

what could a dashboard look like

UPDATE: Join Carly Born for her Dashboard Poster Presentation at ELI this January

As a sequel to last summer’s Hack-a-thon Toward a Collaborative Language Diagnostics and Refresher Framework at Swarthmore College, a dedicated group of language learning technologists and Carleton’s student “Data Squad” gathered this fall at Carleton College to work on platform requirements for a dashboard prototype.  Led by Michael Jones  and Carly Born, this two-day mini-hack-a-thon focused on solving technical pieces of the puzzle that will enable the flow of useful data from a language skills diagnostic test into a data-rich visual display. 

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The dashboard is just one piece our faculty’s vision for the shared framework drafted at the meeting last May. Elements include a language skill map, a self-assessment survey, diagnostic/placement tests (question banks) and the dashboard that can help faculty visualize the data for better placement and advising.

Language Learning Skills Map / Top Level Categories:

  • Grammar
  • Comprehension
  • Discourse
  • Vocabulary

Diagnostic visualizations also may point to trends in language skills development within and across our liberal arts programs and language curricula.  A user-friendly dashboard tool can ultimately help students gain feedback on their skill levels and close gaps as they traverse the liberal arts language sequence. (more…)

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The New Online Pomona College Chinese Pronunciation Guide

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Prof. F. Xiao and students developed the guide.
Prof. F. Xiao and students developed the guide.

The Pomona College Chinese Pronunciation Guide is a free online learning module on Chinese pronunciation. This new resources aims to help elementary and intermediate level Chinese learners improve their perception of Chinese. This site was developed by Assistant Professor of Asian Languages and Literatures Feng Xiao and his students. Reflecting on the project, Xiao’s student Benjamin Hogoboom, Pomona ’19, says:

The Pomona College Chinese Pronunciation Guide is something that I was very interested in developing both as a Computer Science and Chinese language student. I was eager to take on the challenge of building my own website from scratch, something I had never done before, and to help out introductory Chinese students with one of the most difficult aspects of acquiring Chinese: pronunciation. I am happy that I was able to team up with Professor Xiao, Edward Gao, and Nina Zhou to create what I believe is a truly useful learning tool for students new to the Chinese language.

The Guide covers pronunciation of all new words in the textbook Integrated Chinese (3rd) Level 1 and 2.  Indexed by lesson, each new word has four audio recordings and requires the user to choose the correct one (see banner image above). The built-in reset button for each word allows multiple uses of the exercise and minimizes practice effect.

Professor Xiao is also a contributor to the LACOL Language Skills/Diagnostics Dashboard project.

To use the Pomona College Chinese Pronunciation Guide, visit:

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Exploratory Committees: course sharing

Screen Shot 2017-12-07 at 8.40.55 PMBased on insights flowing from the Upper Level Math/Stats and SILP course sharing projects, two steering groups are working in concert to explore models and possibilities for course sharing across the digital network.

Math & Stats Steering Group:

This group is meeting in the fall of 2017 to develop a set of recommendations based on insights gained through the Spring ’16 and Fall ’17 course sharing pilots.  This recommendation will be shared with LACOL’s Advisories and the Multi-Disciplinary Group (more…)

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Webinar: Using Q-bits with Students (Fall 2017)

Curious about Q-bits? Watch the webinar (30 min):


M. Eblen-Zayas
M. Eblen-Zayas

This video presents a half-hour webinar training with Prof. Melissa Eblen-Zayas of Carleton College and members of the QLAB Project core team. Melissa provides an overview of Q-bits and answers questions about testing in the upcoming term.   

Related Resources:

Please feel free to forward this post to colleagues who may be interested in Q-bits! The webinar is an great way preview a Q-bit and learn more about our multi-campus collaboration to develop and test ways these modules may help to support students with their quantitative work in different disciplinary contexts.  

Q-bit Training Outline:

  • What are Q-bits?  (a brief tour)
  • Our pilot study – research goals
  • Options and steps for testing Q-bits with your students
  • Key dates 
  • Resources for Q-bit Testers
  • Q&A

(more…)

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From Blended Learning to Digital Pedagogies in the Liberal Arts?


LACOL 2017 Session 7: From Blended Learning to Digital Pedagogies in the Liberal Arts?
Presenter: Jennifer Spohrer, Manager of Educational Technology Services, Bryn Mawr College
Date & Location: June 16 at Vassar College

6OwLaEI4When Bryn Mawr College first proposed experimenting with “blended learning in the liberal arts” back in 2011, we conceptualized it as a combination of “traditional,” face-to-face, liberal arts instruction and online tutorials that assessed and gave students feedback on learning. However, in the initial calls for proposals, it became quickly apparent that liberal arts college faculty were incorporating other types of digital technologies into their teaching, and doing so ways we had not anticipated. This presentation surveys the digitally enabled teaching approaches that have been included under the “blended learning” umbrella since 2011 and identifies “digital pedagogies” that might connect them.

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Where’s my remote? Shared upper level math courses across schools

Presentation Slides: PDF

LACOL 2017 Session 7
Speaker: Steven J. Miller, Assoc. Professor of Mathematics, Williams College
Date & Location: June 16, Vassar College
Related Links:

As small institutions cannot always offer the classes our students need at the time they need them, several people at various LACOL schools have been exploring how to remotely share classes. While there many not be enough demand at any one place for a certain topic, by combining students from several schools we can have a course. There are many challenges, especially keeping the small liberal arts feel and having all students engaged. We report on the beta test, Miller’s Problem Solving class at Williams. We’ll discuss the technology used, emphasizing how the content was delivered and connections were made between students and faculty, and the challenges in coordinating a course across several campuses.

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Welcome to Q-bits!

This blog channel is your gateway to Q-bits, online modules designed by our faculty to support students with quantitative skills and reasoning across the disciplines.  In the posts below, you can find information and links to each Q-bit that is hosted in your campuses learning management system (LMS) for easy access.

⇒ Students, please leave us a comment about your experience using any of the Q-bits in the posts below.  We invite your suggestions on how to improve current modules, or what other topics might be useful to you!

⇒ Faculty, for more information about using Q-bits with your students, we invite you to watch this short video: Q-bits Tutorial.

Q-bits available in Fall 2017:

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