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:
|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.
[COMMENTS CURRENTLY CLOSED]
See also: The Life of Books
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.
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.
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…)
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
Colleges within the consortium offer some form of guided, self-instruction of lesser-taught languages. In Fall 2017/Spring 2018, Vassar College and Williams College launched a collaborative exploration to share online, synchronous classroom-to-classroom interactions across their across their Self-Instructional Language Programs in Portuguese. Through online web conferencing, the classes on each campus shared a tutor and teaching resources for students learning practicing their Portuguese pronunciation and conversation skills.
- Two one-hour synchronous sessions each week with all students and the tutors
- Up to ten hours of independent study in preparation for the tutorial sessions
Students enrolled in a Self-Instructional Language Course meet twice a week with their tutor and other students in the course. Each student is expected to prepare thoroughly for these sessions, using detailed study guides, a textbook, and multimedia materials. The focus in SILP lies on communication, not on grammatical analysis and literary study. Hence tutorial sessions are conceived as review sessions, unlike more traditional language instruction where new material is often introduced during class.
The tutor’s role is to facilitate the active use of words and structures learned by students beforehand, and to model the use and pronunciation of the language. A shared course differs from a regular course in SILP only in the addition of remote learners to the host institution’s class. All students and the tutor interact with each other in real time via videoconferencing technology. In addition, tutorial sessions are recorded and may be used for further review.
– Project lead L. Gerhardi (Vassar College)
- Course Sharing for Self-Instructional Language Learning (SILP)
- Sharing Courses in Self-Instructional Language Programs through Online Conversation
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.
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…)
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:
Curious about Q-bits? Watch the webinar (30 min):
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.
- What are Q-bits? (Presentation Slides)
- Q-bit Testers Guide (includes links to Q-bit modules for preview)
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-bit Testers Guide
- Support team contacts
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
When 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.
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:
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.
Workshop Program: click here
Workshop Report: click here
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.
Background and Rationale:
On Monday, June 19th, join the Active & Engaged Reading and Effective Teaching & Learning working groups for an online meetup and discussion of Lacuna, a platform for digital annotation and social and collaborative reading developed at the Poetic Media Lab in the Center for Spatial and Textual Analysis at Stanford.
Several academic reading groups at Stanford and beyond are using Lacuna for collaborative reading and annotation. The development team is working on release version 3.0 which will include a more robust analytics dashboard for readers to reflect on what kinds of critical thinking are represented in their annotations. Join this meeting to learn more about the pedagogies and digital tools for reading.
Event: Web conference in Zoom
Title: Lacuna Conversation and Demo with Brian Johnsrud & Amir Eshel from the Stanford Poetic Media Lab
Audience: All LACOL members are welcome
Date: Monday, June 19
Time: 3:30-5pm Eastern
For details on how to join the web conference, contact Liz Evans
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.
In an increasingly globalized world, students are seeking ways to learn languages that are not commonly taught at schools in the United States. While self-instructional language programs (SILP) afford many opportunities to explore lesser-taught languages like Hindi, Korean, or Swahili, the scope of each program is limited. A new online collaboration will allow each program to tap into resources that other colleges in the consortium have, e.g. native speakers in the community that can serve as tutors, or advanced level instruction in certain languages. Students will have additional opportunities to explore new paths within their liberal arts education.
Many of the colleges within the consortium offer some form of guided self-instruction of lesser-taught languages already. The new LACOL project will launch a collaboration between the Self-Instructional Language Programs at Pomona, Vassar, and Williams College, using online synchronous classroom-to-classroom interaction. As Lioba Gerhardi, Vassar’s Coordinator of the Self-Instructional Language Program and Adjunct Assistant Professor of German Studies says:
By sharing resources, the partners will be able to increase the number of self-instructional languages available to students in an innovative and cost-effective manner.
The self-instructional component of each language course will remain unchanged. Each student will enroll for the course at their home institution. For speaking and listening practice, students will join conversational tutorial sessions at a partnering college via video conferencing software, such as Zoom.
On April 7, LACOL QS members are cordially invited to join a one-hour web conference with the leads of the Math Fundamentals (FIPSE) Program, Faculty PI and Professor of Physics Elizabeth McCormack and project management lead Jennifer Spohrer, Manager of Educational Technology Services, both at Bryn Mawr College.
Math Fundamentals is a multi-year, multi-campus initiative investigating the use of blended, just-in-time “sandwich” modules for math review in STEM. The research partners (including LACOL members Bryn Mawr College and Vassar College) are currently field testing several faculty-authored modules in calculus, chemistry and physics. (more…)
Project Background: Throughout the liberal arts curriculum, there are numerous ways, old and new, that reading skills and related habits of mind are taught. A rapidly evolving technology landscape is also shaping the student experience. To help document emerging pedagogies for reading, LACOL’s Active and Engaged Reading working group is embarking on an survey of faculty and academic staff across the disciplines at our member institutions. The survey tool was developed jointly by the AER project team with guidance from the Institutional and Educational Research offices of participating colleges.
The purpose of the survey is to gather insights into how our faculty cultivate various reading skills and practices for students at all levels of the curriculum, with a particular focus on the digital dimension. Results of this survey will be used to inform Active and Engaged Reading working group projects, including a collaborative thought piece on reading for the liberal arts in a digital age.
Instructions: The survey consists of several short answer questions and may take 15-30 minutes to complete, depending on the level of detail you can share. Your input is invaluable to the project. Thank you for your time!