LACOL2018 Workshop @ Carleton College

LACOL 2018 Weitz Banner_cropped

The 2018 Consortium-wide Workshop will be held on May 31 – June 1, 2018 on the campus of Carleton College.

Workshop Logistics

*Contact eevans@haverford.edu with questions on registration/housing.

Program:

Workshop Themes:

  • Critical Literacies in a Digital Age
  • Data Sciences Education & the Environment
  • (Online) Learning in the Residential Liberal Arts

Workshop Highlights:

Workshop Sessions:

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G. Siemens Keynote
The future of learning and knowledge: Human and artificial intelligence

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Session: The future of learning and knowledge: Human and artificial intelligence
Date/Time: Thursday, May 31st, 11:00am-12:00pm
Location: Weitz 236

George Siemens
Dr. George Siemens

LACOL welcomes George Siemens as keynote speaker at the 2018 LACOL Workshop.

Dr. Siemens researches, technology, networks, analytics, and openness in education. Dr. Siemens is Professor and Executive Director of the Learning Innovation and Networked Knowledge Research Lab (LINK) at University of Texas, Arlington. He leads the development of the Center for Change and Complexity in Learning (C3L) at University of South Australia. He has delivered keynote addresses in more than 35 countries on the influence of technology and media on education, organizations, and society. His work has been profiled in provincial, national, and international newspapers (including NY Times), radio, and television. He has served as PI or Co-PI on grants funded by NSF, SSHRC (Canada), Intel, Boeing, Bill & Melinda Gates Foundation, and the Soros Foundation.  He has received numerous awards, including honorary doctorates from Universidad de San Martín de Porres and Fraser Valley University for his pioneering work in learning, technology, and networks. He holds an honorary professorship with University of Edinburgh.

Dr. Siemens is a founding President of the Society for Learning Analytics Research (http://www.solaresearch.org/). He has advised government agencies Australia, European Union, Canada and United States, as well as numerous international universities, on digital learning and utilizing learning analytics for assessing and evaluating productivity gains in the education sector and improving learner results. In 2008, he pioneered massive open online courses (sometimes referred to as MOOCs). He blogs at http://www.elearnspace.org/blog/ and on Twitter: gsiemens

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Measuring Complex Domains at LACOL2018

Session: Measuring Complex Domains for the Liberal Arts (Inclusive Pedagogies)
Date/Time: Thursday, May 31, 1:30-2:15PM
Location: Weitz 235
Resources:
   Project site: https://emergentedu.org
   About Sensemaker: http://cognitive-edge.com/sensemaker/#sensemaker-about
Lead Presenters:
   Kristen Eshleman, Director of Digital Innovation, Davidson College
   Brent Maher, Director of Academic Assessment, Davidson College
   Annie Sadler, Instructional Design Fellow, Davidson College
   Paul Youngman, Prof. of German, Chair, Digital Humanities, Washington & Lee University

WATCH!  Intro video (15 min)

Innovations in assessment can directly address a key challenge for our institutions – demonstrating our value in a time of increasing skepticism about the liberal arts.

On April 27, Davidson College and Washington & Lee University hosted a LACOL workshop to explore an assessment tool and method called  Sensemaker that has the potential to manage and account for the complex domains of learning.  Pursuing a research design as a network of allied liberal arts institutions provides evidence at scale while building capacity for experimentation and innovation at each of our institutions. This session will explore the key ideas and next steps for this initiative.

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Data Science meets Environmental Studies at LACOL 2018

Screen Shot 2017-12-07 at 8.40.55 PMWorkshop Track: Data Science meets Environmental Studies – Exploration

Facilitators:

  • Cailin Huyck Orr, Assistant Director, Science Education Resource Center (SERC) at Carleton College
  • Kristin O’Connell, Evaluation and Education Specialist, SERC

Program: Session Agendas
Part 1: May 31, 9:30am, Weitz 136
Part 2: June 1, 10:30am, Weitz 230
OLI Discussion: May 31, 3:30pm, Weitz 136

The intersection between Data Science and Environmental Studies is emerging as an area of focus for LACOL as we explore opportunities for collaboration around digitally engaged modes of teaching and learning for the liberal arts.

Several colleges are currently developing programming under the umbrella of Data Science, including critical algorithm studies, big data, data visualization, and data privacy/security. Meanwhile, most LACOL schools have a data-intensive Environmental Studies concentration or major. Interdisciplinary by nature, these areas of study challenge students to understand and work with data from many angles. Students engage in analysis, problem solving, critical thinking, and modes of argument that are deeply connected to social, cultural, political, and aesthetic ideas. Considering such programs, LACOL is thinking about ways that digital collaboration might enrich teaching and learning in this arena.

What could a data science and environmental studies collaboration or community look like? Across LACOL, students collect and analyze data across a range of environments and climates: deserts, mountains, suburbs, cities, lakes, streams, and oceans. Data and environmental issues operate in virtual worlds as well. As students engage with data, could the consortium help to connect a liberal arts network of faculty, students, and peers who share similar enthusiasms and challenges? A shared course or digital forum might bring together a range of different expertises and perspectives, inviting students to think critically about how and why environmental data is collected, sliced and diced in different local contexts.

To explore such possibilities, LACOL is bringing an exploratory group together at the 2018 Summer workshop at Carleton College, May 31/June 1. A range of fields will be represented: computer science, statistics, ecology, chemistry, biology, sociology, geography (GIS), economics, political science, media studies.

Goals for a data/env summer meet up at the Carleton workshop will be:

  • To connect colleagues who work in Data Science and Environmental Studies
  • To share what is happening on our campuses already. (Is your school forming a data science program? How and why? How are your students engaged with data and the environment in your locality and other sites in the field?)
  • To brainstorm on ideas for digital collaboration that could enrich teaching and learning

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Digital Competencies and Digital Studies – LACOL 2018

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Session: Digital Competencies and Digital Studies
Discussion Leaders:

  • Gina Siesing, Chief Information Officer and Constance A. Jones Director of Libraries, Bryn Mawr College
  • Austin Mason, Assistant Director of the Humanities Center for the Digital Humanities and Lecturer in History, Carleton College

Date/Time: Thursday, May 31, 9:30am-10:30am
Location: Weitz 236
Pre-workshop activity/instructions: Group annotation of the BMC Framework

 

A. Mason, Carleton College
G. Siesing, Bryn Mawr College

To build upon foundations laid at the Think Tank on Digital Competencies at Davidson College last fall, an interactive session exploring digital competencies and digital studies across the curriculum will be featured at the the 2018 Summer Workshop.

This discussion will focus on how digital competencies and digital studies programs connect with faculty priorities and practices for teaching and learning in the physical and virtual classroom and how digital competencies support and relate to other learning goals.

To approach these questions, Siesing and Mason will guide:

  • An overview of Bryn Mawr College’s digital competencies framework as one model to stimulate exploration of campus-wide digital literacy programs in the liberal arts, integrating faculty, staff and student comments from the pre-workshop annotation activity.
  • A look at Carleton College’s visioning around curricular pathways for Digital Studies.
  • Discussion of related initiatives across liberal arts colleges, to be continued beyond the session.

As input into this discussion, all workshop attendees are invited and encouraged to share reflections in advance by joining in the Group annotation of the BMC Framework.

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Depolluting the Web: Information Environmentalism in Education

Hands-On Mini-Workshop @ LACOL 2018

Name: Depolluting the Web: Information Environmentalism in Education
Date: Thursday, May 31st
Time: 2:10pm-3:50pm
Location: Weitz 235
Facilitators:

  • Amy Collier, Associate Provost for Digital Learning, Middlebury College
  • Sundi Richard, Lead Instructional Designer, Davidson College

Session Description:

A. Collier
A. Collier

The web is polluted. The digital platforms where we learn and connect are replete with misinformation and threats to our wellbeing and privacy. We know that toxic digital information environments impact our daily lives, and the lives of our students, in everything from politics, to policy, to interactions in public and private spheres.

What can we do? What does informed participation or activism look like in these polluted web platforms?

S. Richard, mini-workshop co-lead
S. Richard

In this hands-on session, we’ll “get our hands dirty” to better understand the drivers of mis/disinformation on the web (i.e., how our digital information environments become polluted) and begin to take actions to clean up those environments. Dubbed “Information Environmentalism” by Mike Caulfield, this work aims to depollute the web platforms where we find (mis)information and where we connect for social and educational purposes.

Information environmentalism embraces agency–rather than hopelessness and withdrawal–and because of this, we think it is a necessary part of digital literacy education in a liberal arts curriculum. (more…)

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Panel: Teaching Online in the Liberal Arts

panel online

Session: Teaching Online in the Liberal Arts
Panelists:

  • Melissa Eblen-Zayas, Professor of Physics and Director, Perlman Center for Learning and Teaching, Carleton College
  • Erland Stevens, Professor of Chemistry, Davidson College
  • Chad Topaz, Professor of Mathematics, Williams College

Facilitator: Janet Russell, Director of Academic Technology, Carleton College
Date/Time: Friday, June 1, 9:00am-10:00am
Location: Weitz 236

How is online teaching and learning relevant for small residential liberal arts colleges?

Our institutions are not typically grappling with some of the pressures driving bigger institutions to move online, such as retention, large lecture-based courses, or non-traditional aged students. In fact, LACOL institutions have built part of their identity and brand around close faculty-student interaction in the undergraduate classroom.  Still, faculty across our institutions are experimenting with a variety of ways that online and blended learning can serve our students.

In this panel, three faculty members with hands-on experience teaching online will tell their stories.  How might these insights – and others from across the consortium – help us build a vision for online teaching and learning that aligns with the core mission of our institutions?

Related sessions at LACOL 2018:

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How to Blend a Course – Hands On (Effective Teaching & Learning)

J. Spohrer, Bryn Mawr College
J. Spohrer, Bryn Mawr College

Session: How to blend a course – hands on
Lead presenter: Jennifer Spohrer, Director of Educational Technology Services, Bryn Mawr College
Date/Time: Friday, June 1, 10:30am-11:30am
Location: Weitz 131

This hands-on mini workshop will explore how and why faculty are motivated to blend their courses, even for their residential students on our campuses.

Related sessions at LACOL 2018:

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Course Sharing Brainstorm at LACOL 2018

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Session: Course Sharing Brainstorm
Date/Time: Friday, June 1, 1:30-2:50pm
Location: Weitz 235
Background Reading: Straw Models
Facilitators:

  • Liz Evans, LACOL Director
  • Lioba Gerhardi, Adj. Asst. Professor of German and SILP Director, Vassar College
  • Jingchen (Monika) Hu, Asst. Professor Statistics, Vassar College
  • Steven J. Miller, Professor of Mathematics, Williams College

Sharing courses as a consortium can enhance curricular opportunities, lead to efficiency gains by combining expertise and curricular resources, and provide opportunities for our faculty and students to explore digitally-enhanced, collaborative modes for teaching and learning in the liberal arts.

Building on pilots and proofs of concept conducted in 2017,  faculty and staff across the consortium worked together in the spring of 2018 to explore opportunities and a framework (processes and infrastructure) that could support strategic course sharing.

http://lacol.net/category/collaborations/course-sharing

In this workshop session, an overview of the 2018 exploration will be shared, and participants will be invited to brainstorm on creative and useful course sharing opportunities (curricular and co-curricular), riffing on in three designs for teaching and learning:

Related sessions at LACOL 2018:

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QLAB at LACOL 2018

Sessions: QLAB discussions at LACOL 2018
Discussion Leads – QLAB Core Team:

  • Melissa Eblen-Zayas, Professor of Physics, Carleton College
  • Jonathan Leamon, Director of Instructional Technology, Williams College
  • Laura Muller, Director of Quantitative Skills Programs and Peer Support, Williams College
  • Janet Russell, Director of Academic Technology, Carleton College

QLAB Session A: Thursday, May 31, 9:30am-10:30am
Location: Weitz 231
Focus: Small group discussion with QLAB core team. Strategies for building a faculty community and engagement with online modules that support students with QS/QR.

QLAB Session B: Thursday, May 31, 1:30pm-3:30pm
Location: Weitz Idea Lab
Focus: Hands-on time to explore various QS modules and their potential.

QLAB Session C: Friday, June 1, 1:30-3:00pm
Location: Weitz 231
Focus: Group discussion on directions for the project.

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Shared Grammar Resource

The Language Instruction Working Group is currently (Spring 2018) exploring an idea for a online resource built collaborative by/for LACOL faculty and instructors that will guide language learners on foundational grammar concepts.

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.

Four small teams are actively collaborating across several schools on the following module topics:

  • General Advice to Learners
    • General advice to incoming students about language-learning at college.
    • This includes some student voices on their learning experiences, but also could include some more general data/research findings on the benefits of L2 acquisition and the potential interferences of L1.
  • Map of Language Learning
    • An “overview” or map of the different domains that language takes in, including “grammar” broadly construed and its relevance
  • Glossary of Grammar Terms
    • A glossary of grammar terms with English examples; perhaps including sentence diagramming
  • Phonetics and Phonology
    • Phonetics/phonology module (perhaps with differing emphases depending on the target languages)

If this proposal interests you, you are invited to join the conversation.

This group is meeting at the 2018 LACOL Workshop at Carleton College.  For more information, contact LACOL.

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Active Learning – Strategies & Spaces

carleton active learning classroom

Workshop Session: Active Learning – Strategies & Spaces

Session Leaders:

  • Michael Jones, Director of Language and Media Centers, Swarthmore College
  • Ashley Turner, Academic Technologist, Swarthmore College

Description: The purpose of this session is to start a discussion about Active Learning Spaces at Liberal Arts Colleges, and explore if there is an opportunity and mechanism through LACOL to share approaches and lessons about the design, technology and support of these classrooms.  

Come to share insights on experimental, flexible learning spaces on your campus.  What is the intent of those space?  How are they used?  How are they assessed?

 

 

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Digital Competencies – annotate the Bryn Mawr Framework

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The activity described below is linked to the Digital Competencies session at the 2018 LACOL Workshop

The concept of digital competencies (also known as digital fluencies, literacies or dexterities) reflects the need for students to develop digital skills and critical perspectives as lifelong learners prepared for scholarship, work and life in the 21st century.  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

Bryn Mawr’s framework served as the basis for the excellent Think Tank on Digital Competencies last fall at Davidson College which attracted a vibrant group of faculty, librarians and technologists from across the liberal arts.

Digital Competencies Session at the LACOL Summer Workshop

For faculty and staff across LACOL to build upon foundations laid at the Think Tank, an interactive session exploring digital competencies across the curriculum will be held at the 2018 Summer Workshop.  This discussion will focus on how digital competencies connect with faculty priorities and practices for teaching and learning in the physical and virtual classroom, and how digital competencies support and relate to higher order learning goals.  

Pre-Workshop Activity – Group Annotation of the BMC Framework

As input to the workshop discussion, we are inviting groups of faculty, staff and students to annotate a copy of the Bryn Mawr Digital Competencies Framework using a collaborative annotation tool called Hypothesis.  This tool is easy to use and allows everyone in a group to add and comment on annotations overlayed on top of any web document through a shared view. Shared annotation for the BMC Framework can help to reveal key trends and themes that will serve as a starting point for face to face discussion at the workshop.

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LACOL First Timers

Workshop Session: LACOL First-timers
Facilitator: Janet Scannell, Chief Technology Officer, Carleton College
Date/Time: Thursday, May 31, 3:30-5pm
Location: Weitz 231 @ Carleton College

J. Scannell, CTO, Carleton College

New to LACOL? Come to this session to learn and brainstorm about the consortium’s purpose, goals, history, current initiatives, and future horizons.

The fourth* consortium-wide LACOL workshop brings together a mix of faculty and staff from across our partner schools for two days of thinking and working. Some participants have been at every workshop and/or are involved already with current projects and initiatives. Others will be brand new to the consortium. For “first timers”, this session is a chance to learn about LACOL, share your ideas, and ask questions!

* Pomona 2014, Haverford 2016, Vassar 2017, Carleton 2018

 

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LACOL 2018 Teaching with Tech ⚡Lightning⚡and (((Thunder))) Round

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Session: Teaching with Tech ⚡Lightning⚡ and (((Thunder))) Round
Date/Time: Thursday, May 31, NOON – 1:30pm
Location: Weitz 236

Picking up from last year’s wildly popular 2017 Tech Lightning Round at Vassar, this year’s workshop reatures the THELIGHTNINGROUND followed by ((( THUNDER ))) over lunch on Thursday.

In the lightning round, LACOL faculty and staff will share an idea or demo – JUST FIVE MINUTES EACH – on a digital tool or teaching technique.  Some presentations are flipped – see videos below – so that more time can be devoted to discussion – that’s the thunder.

Lightning Round Lineup and Video Gallery

Long term Collaborative Class – Carleton & Addis Ababa U.

Deborah Gross, Professor of Chemistry

Using video conferencing, chemistry students at Carleton College and Addis Ababa University are working together on projects, meeting together via video approximately once per week. The presentation shares the successes and challenges of teaching and learning in a globally connected classroom.

Online Interactive Resources for Blended Math Fundamentals Review and Psychology Research Methods and Statistics

Jennifer SpohrerDirector of Educational Technology, Bryn Mawr College

In 2014, Bryn Mawr College and several partner colleges received grants to support developing online, interactive materials that faculty needed to blend instruction in two areas. The first was a Teagle grant to develop high-quality online interactive learning modules for undergraduate courses in Psychology Research Methods and Statistics. The second was a FIPSE grant to develop materials for a blended, “just-in-time” approach to helping students review the math skills and concepts needed to succeed in introductory math, science, and engineering courses.

This lightning round presentation will offer a brief overview of the materials faculty developed and field-tested and explain how other faculty can adopt and adapt them for their own uses.

VIDEO COMING SOON

Level Up!

Chico Zimmerman, Professor of Classics

For learning Latin and Greek, faculty at Carleton have been exploring aspects of student meta-cognition using the Level Up! gamification plug-in in Moodle.

VIDEO COMING SOON

Where Do You Think You’re From? Understanding America’s Immigrant History Through Genealogy

Andy Anderson, Academic Technology Specialist, Amherst College

In response to increasing nativist sentiments in the US, I introduced a January-term class where students explored their family’s history, with the goal of helping them discover their immigrant roots. Students learned archival research techniques using online sources for census data, periodicals, passenger lists, etc., compile this information into a free database program, and share it with others through online networks. The course will be expanded this fall to a first-year seminar where historical context and optional DNA analysis will become part of each student’s story.

VIDEO COMING SOON

A Tutorial Course in Numerical Problem Solving

Mihai Stoiciu, Professor of Mathematics, Williams College

We will give a brief description of a tutorial course titled “Numerical Problem Solving”, developed at Williams College a few years ago. The main goal of this course was to teach students how to to use computers to do quantitative science. We will explain how various concepts and ideas in mathematics and science can be explored using numerical methods and computer programming. We will also show how certain features of the software we used (Wolfram Mathematica) allowed us to investigate and explore in detail various complex mathematical concepts.

Google Trends as a Research Tool

Jonathan Leamon, Director of Instructional Technology, Williams College

Google Trends is a search analysis tool that shows how often a particular search-term is entered in Google relative to the total search-volume across various regions and languages of the world since 2004.  This talk will highlight some ways the tool is being used for research at Williams.

Instructional Videos – Tips and Tools (featuring the Little Prompter)

Dann Hurlburt, Media & Design Specialist

Video use is growing dramatically in higher education for lots of reasons.  You can instruct, evaluate, critique, report, blend, and flip with it.  You can also flop with it.  Dann Hurlbert will share a few tips and demo a gadget called the Little Prompter that can help anyone narrate like a pro.

WATCH: How to Make and Instructional Video (60 seconds – with inline assessment)
https://carleton.yuja.com/V/VideoPoll/1909

WATCH:

Experiments Sharing Mathematics and Statistics Classes Online

Jingchen (Monika) Hu, Assistant Professor of Statistics, Vassar College
Steven Miller, Professor of Mathematics, Williams College

WATCH:


Digital Storytelling Violence – A Tale of Best Practices Combining Ancient Literature and American Film

Baynard Bailey, Academic Technologist, Vassar College

VIDEO COMING SOON

Building the Campus of the Future: 3D Technologies in Academe

Ben Salzman, Educational Technologist, Hamilton College

Augmented Reality and Virtual Reality are being utilized to create immersive learning environments on campus. I will highlight two projects at Hamilton and share some tools that that are well suited for use in a liberal arts context.

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