The workshop and pilot are the next step in a sequence that began with the Language Skills Hack-a-thon at Swarthmore College in May 2017 and the Dashboard Prototype Technical Workshop at Carleton College in October 2017. With groundwork laid at these previous events, the team is well positioned to put forward a working prototype in French that can be piloted with faculty and students for placement and advising in the summer/fall of 2018.(more…)
There is an emerging plan for collaboration toward Shared Grammar Resources for Beginning Language Students. This concept has been discussed with enthusiasm in some earlier LACOL meetings, and Carleton Professor of Classics Chico Zimmerman has drafted a proposal to articulate more of the vision – see link above and below.
If this proposal interests you, you are invited to join an upcoming web conference where a multi-campus group of faculty and technologists will be discussing the realm of possibilities that Chico has outlined.
Meeting: Shared Grammar Resource (Exploratory Conversation) Date: Thursday, January 25th Time: 1:30-2:30pm Eastern Location: Zoom (see sign-up sheet)
Prof. Chico Zimmerman (Carleton College) will share the proposal to highlight key ideas
Group will explore opportunities and possible next steps for collaboration (more…)
Muller (pictured above right at the 2017 QS Hack-a-thon alongside Prof. A. Honig, Amherst College) has been at the forefront of Q-bits module design and implementation as part of a multi-year, multi-campus collaboration called QLAB. Given Laura’s teaching background and expertise in peer support and tutoring for Quantitative Skills and Reasoning, she’s interested in assessing the potential for online modules like Q-bits which can provide just-in-time support to help students brush up on, and apply, quantitative methods and concepts across the curriculum.
At NNN, Laura focused on issues of meta-cognition, student confidence, and transfer of QS/QR knowledge and skills across different context.
A distinguishing features of the Q-bits design is the opportunity for students to see that it’s worth investing time in learning certain foundational concepts that they will see over and over in their academic career.
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.
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.
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, pictured above) and Jingchen Monika Hu (Vassar College, at left), 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…)
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.
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
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.
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:
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…)
Based on insights flowing from the Upper Level Math/Stats and SILP course sharing projects, a multi-campus, multi-disciplinary steering group and task force are working in concert to explore models and possibilities for course sharing across the digital network.
Math & Stats Steering Group:
This group met in the fall of 2017 to develop a RECOMMENDATION based on insights gained through the Spring ’16 and Fall ’17 course sharing pilots. (more…)
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.
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
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.
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.
In May 2017, LACOL’s Language Instruction working group held a 3-day intensive workshop (also known as a hack-a-thon) to prototype a shared online diagnostic and refresher framework. The face-to-face event was organized by Mike Jones, Director of the Language Resource Center and Media Lab at Swarthmore College, guided by a core team of faculty and language technologists at the participating institutions.
Christopher M. Jones
Teaching Professor of French and Computer-Assisted Language Learning
Carnegie Mellon University
Christopher M. Jones is Interim Head and Teaching Professor of French and Computer-Assisted Language Learning in the Department of Modern Languages at Carnegie Mellon University. He was Director of the Modern Language Resource Center from 1993 to 2016 and founder and Director of the Masters in Applied Second Language Acquisition from 2010 to 2016. He has spoken, published and consulted widely in the area of technology-enhanced language learning. His materials development experience includes textbook authoring, CD-ROM design and programming, and on-line courseware creation in French, Chinese, Spanish and Arabic. He was a participant in the interdisciplinary Pittsburgh Science of Learning Center and continues to be an active member of the Open Learning Initiative at Carnegie Mellon.
Goals for the LACOL Language Instruction hack-a-thon:
1. Explore development of shared diagnostic and bridge/refresher framework for language instruction that could support students in identifying and closing gaps in knowledge and skills.
2. Engage faculty as content creators, working with professional staff and students for technical support and data input.
3. Build prototypes of a diagnostic test and refresher module; these could serve as models for further development of online testing and teaching materials for sharing across the Consortium.
4. Document results and recommendations for continued collaboration.
To assist our students with readiness for their quantitative work across the curriculum, LACOL’s Quantitative Skills working group is launching a multi-campus initiative, nicknamed QLAB. Through this collaboration, faculty and technologists are teaming up to build a shared framework for curating, implementing and assessing instructional modules for quantitative skills (QS) and quantitative reasoning (QR). 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/QR support program.
According to project co-lead Melissa Eblen-Zayas, Associate Professor of Physics and Director of the Perlman Center for Learning and Teaching, Carleton College:
The QLAB project addresses a challenge that many of us are facing — we want all students to be successful regardless of their high school math preparation. Currently, each faculty member teaching a course that makes use of basic quantitative skills (QS) must find ways to support students with weak QS preparation. Rather than having faculty members develop all of their own support resources, this project will develop shared online modules – Qbits – that can be deployed for just-in-time review and skill-building in a number of disciplines.
Developing online resources that can be used in multiple contexts to help students strengthen their quantitative skills serves two purposes. First, by showing how these skills are relevant 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, as a consortial effort, we will have more students using these modules in a variety of contexts so that we can collect meaningful data about the effectiveness of the various modules, and improve them accordingly.
Groundwork for the project was laid during the QS Framework Hack-a-thon held at Carleton College in January 2017. At that workshop, faculty and technologists created module prototypes and explored research questions based on the common needs and challenges the partner schools experience as small, residential liberal arts institutions. (more…)