Online Event: Teaching Italian on the EdX Platform

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On July 27th, LACOL welcomed special guest Daniela Bartalesi-Graf from Wellesley College to share her experiences teaching Italian language and culture on the EdX platform.

SLUPE
D. Bartalesi-Graf, Lecturer in Italian at Wellesley College/WellesleyX

Topics included:

  • Bartalesi-Graf’s approach to online learning design for Italian language and culture
  • Capabilities of the EdX platform to support instruction
  • Statistics Bartalesi-Graf and her colleagues have collected regarding  the effectiveness of the online teaching tools
  • Reflections from students on their online and blended learning experiences

Meeting:
Teaching Italian on the EdX Platform
(Web Conference)

Resources:

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Adaptive tools for Latin learning and practice

William Turpin from Swarthmore College
W. Turpin from Swarthmore College

At the June LACOL workshop, Swarthmore Classics Professor William Turpin gave a presentation during the Adaptive Learning breakout on his investigations into various digital tools to support students with learning and practice of Latin and Greek. As shown in the short slideshow below, Turpin is experimenting with platforms such as Fluenz and Smart Sparrow which offer a variety of modes for presenting interactive content and adaptive drills to students.

Alongside presentations from two other speakers in the session, Turpin’s experiments sparked a robust Q&A on the useful applications for supporting student learning through adaptive tools, and also concerns regarding data and content portability when considering the use of proprietary software. It is clear that the promises and potential pitfalls of adaptive learning for the liberal arts will remain a keen focus of interest for the Consortium.



Slides (no audio) from William Turpin’s investigations into adaptive tools for Latin learning. 


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Experiencing the flipped chemistry classroom at the LACOL workshop

C. Londergan demonstrates untethered movement in the classroom with his tablet.
C. Londergan demonstrates untethered movement in the classroom with his tablet.

At the June LACOL workshop, Associate Professor of Chemistry Casey Londergan demonstrated his techniques for flipping the chemistry classroom as part of a multi-disciplinary panel on faculty and student experiences with online, blended and active learning.

In a Physical Chemistry class primarily for juniors, Londergan and his colleague Joshua Schrier have experimented with a mixture of just-in-time and active learning techniques with their students in order to maximize the use of class time for problem solving work.  Content delivery through readings and videos happens mostly through the LMS so more active learning can happen in the classroom.  Modular videos allow students to re-watch sections of the lecture.  Pre-class questions in the LMS also help Londergan adjust each class to focus on the areas where students have the most questions.

For students, the active classroom learning design pushes them to focus and improve in the most challenging areas.  Using a tablet and stylus linked wirelessly to the projector, Londergan is free to move around the class and help individual students and groups get “unstuck” as they work on problems together.



Prof. Casey Londergan demonstrates his flipped chemistry classroom at Haverford.

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Toward a better Latin placement test

C. Zimmerman from Carleton College
C. Zimmerman from Carleton College

At the LACOL workshop in June, classicist Chico Zimmerman from Carleton College shared a short plenary talk entitled, “Toward a better Latin placement test”, also known as, “A Tale of Two Arcadian Friends, a Homocidal Innkeeper, and a Pile of Manure.”

In their teaching, faculty strive to meet students where they are, but often must ask, where exactly ARE they? For incoming students at Carleton, the Classics department found that their Latin placement test was not giving enough granular diagnostic information, especially for less experienced students. To address this need, Zimmerman and his colleages are investigating a variety of adaptive tools and platforms with the potential to help them better understand and guide their students at the appropriate level.

In the video clip below, Zimmerman shares details on Carleton’s experiments thus far with Moodle, Assistments, Smart Sparrow, and other tools.  Similar themes of adaptive and digitally-enhanced support for language instruction and other disciplines were explored in sessions throughout the two-day workshop program.



Chico Zimmerman explores tools for better language placement at the LACOL workshop.


This talk also related to remarks in the Adaptive Learning breakout session, particularly William Turpin’s presentation on adaptive tools for Latin.

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Prof. Ben Ho speaks to LACOL about online games for teaching and learning

Ben Ho from Vassar College
Ben Ho from Vassar College

At the June LACOL workshop, Ben Ho, a behavioral economist and faculty member at Vassar College, presents several ways that online games inspire his students to learn through modeling of real data in the classroom. New pedagogies in the field of economics allow for a more experimental approaches that can lead to deeper understanding. For example, participatory games and simulations that use student-generated can add an emotional component that enriches some of the traditional and more mathematically-based modeling techniques.

Ho particularly likes a web-based software platform called MobLab that can be used on a smartphone which most students have in their pockets.  This makes it easy to incorporate the online games with learning in the classroom.  Watch the short video below for more details from Prof. Ho on the power of games for teaching and learning.



Video: Behavioral economist Ben Ho presents at LACOL 2016

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Emerging Pedagogies for the 21st Century – plenary talk from hari stephen kumar

hari stephen kumar from Amherst College
hari stephen kumar from Amherst College

In Saturday’s plenary session at the 2016 LACOL workshop, Instructional Designer hari stephen kumar from Amherst College illuminated a key workshop theme: what are new pedagogical frameworks that can help us integrate place-based and digital learning in positive ways for the liberal arts? Kumar explores three emerging practices which can transform the learning and teaching in small residential liberal arts settings:

• deep(er) learning as a disruptive liberal art
• threshold concepts and limnal learning
• inclusive pedagogies

Kumar goes on to consider other high-impact practices and emerging ideas in pedagogy that have the potential for reshaping liberal arts education to better serve a wider population and to tackle complex global challenges. Watch the video and download the linked slides from hari’s presentation below.


 

Video: hari stephen kumar plenary talk June 17th at the LACOL workshop

DOWNLOAD: H. Kumar LACOL Plenary Slides


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Teaching with the iPad Pro and Pencil

Faculty have started exploring Apple’s new IPad Pro and its companion Pencil for teaching, presenting, grading and even classroom activities. Initially prompted by a faculty member in Swarthmore’s French section, Technologist Alexander Savoth has been exploring various ways to incorporate these new technologies into the classroom. The following video is a brief screencast, which highlights three particularly useful apps. This screencast was created for the tech lightning round at 2016 LACOL workshop in June.


    Screencast demo of three teaching tools: Notability, Zen Brush and MyScript Memo.

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A look into Carleton’s CUBE for QS/QR

G. Shuffelton from Carleton College
G. Shuffelton
J. Russel, Carleton College
J. Russell

A major highlight of Saturday’s plenary session at the June LACOL workshop was a presentation from Carleton College on their new online/hybrid bridge program called ‘Carleton Undergraduate Bridge Experience’ or CUBE. Associate Dean and Professor of English George Shuffelton opened the session with some background on the motivations for designing the new program to support incoming students with their quantitative skills and reasoning which pilots this summer. Director of Academic Technology Janet Russell has worked closely with the program’s director, Physicist Melissa Eblen-Zayas, and the Carleton IT team to guide the learning design for the first cohort of ~24 students. Janet described various elements of the program, including on-campus and online mentoring, videos and connections through social media. Workshop participants, especially those involved with the Quantitative Skills working group, applauded this excellent presentation and are excited to learn from Carleton’s initial experiences this summer. The QS group is exploring various ways the colleges might collaborate to support students with quantitative skills and reasoning as they arrive on campus and progress with their studies.



Carleton’s G. Shuffelton and J. Russell share a look at the CUBE for QS/QR.


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The LACOL 2016 Consortium-wide workshop slideshow

Greetings and thank you to the more than 70 faculty, staff, students and friends who journeyed to Haverford College for the two-day Consortium-wide workshop on June 17th and 18th. Read the full workshop report for details. Here is a slideshow which captures a few moments of #LACOL2016 fun and ideas.

  • Student panel rocking it lacol2016
    1 year ago Student panel rocking it  #lacol2016 
  • Deep in thought LACOL2016
    1 year ago Deep in thought  #LACOL2016 
  • Good morning Haverford LACOL2016
    1 year ago Good morning Haverford  #LACOL2016 
  • Modeling the future of LAC teaching and leaning  therehellip
    1 year ago Modeling the future of LAC teaching and leaning ... there will be squiggles  #LACOL2016 
  • Relaxing after a busy day on the porch of Foundershellip
    1 year ago Relaxing after a busy day on the porch of Founders  #LACOL2016 
  • A look into CUBE LACOL2016
    1 year ago A look into CUBE  #LACOL2016 
  • A look into CUBE LACOL2016
    1 year ago A look into CUBE  #LACOL2016 
  • Carletons new CUBE onlineblended summer bridge gave much food forhellip
    1 year ago Carleton's new CUBE online/blended summer bridge gave much food for thought  #LACOL2016 
  • Keynote speaker Candace Thille considers teambased course design LACOL2016
    1 year ago Keynote speaker Candace Thille considers team-based course design  #LACOL2016 
  • So many possibilities ! LACOL2016
    1 year ago So many possibilities !  #LACOL2016 
  • Working groups off to the races LACOL2016
    1 year ago Working groups off to the races  #LACOL2016 
  • Focus on the learner LACOL2016
    1 year ago Focus on the learner  #LACOL2016 
  • What are the affordances of technology asks keynote speaker Candacehellip
    1 year ago What are the affordances of technology asks keynote speaker Candace Thille  #LACOL2016 
  • Tech lightening round LACOL2016
    1 year ago Tech lightening round  #LACOL2016 
  • Valentino dropped by the keynote for a meow LACOL2016
    1 year ago Valentino dropped by the keynote for a meow  #LACOL2016 
  • Deep learning as a disruptive liberal art thoughts from plenaryhellip
    1 year ago Deep learning as a disruptive liberal art, thoughts from plenary speaker hari stephen lunar  #LACOL2016 

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Consortium-wide Workshop, June 17-18, 2016

LACOL June_Post_edited-1

The Liberal Arts Consortium for Online Learning (LACOL) hosted a Consortium-wide workshop on June 17-18, 2016 on the campus of Haverford College. Browse the posts on this page for details on the program, videos and workshop resources.

Workshop Information:

Full conference schedule: View Program
Workshop Attendees: Contact List2016 Workshop Materials

Collaboration Tools and Documents

Workshop Themes:

1. The Consortium as incubator for learning research and effective pedagogies
2. Student perspectives on digital approaches and online/blended learning
3. From high school to college; preparing and supporting our students
4. Techniques and tools for collaboration, how can we work together?
5. LACOL working groups – team meetings and presentations

Keynote Speaker:

Dr. Candace Thille on The Science of Learning, Technology, and Student Success in Liberal Education

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Dr. Candace Thille speaks to LACOL at Haverford College

Candace_croppedWorld-renowned open learning pioneer Dr. Candace M. Thille (Stanford University) delivered a captivating keynote address on the campus of Haverford College on Saturday, June 18th. This talk was a major highlight on the program of LACOL2016, a two-day, consortium-wide workshop organized by the Liberal Arts Consortium for Online Learning.  In her remarks, Dr. Thille shared thoughtful and provocative commentary on the opportunities and risks ahead as we move further into the blended, digital future of teaching and learning for the liberal arts. She invited faculty, staff and students at small liberal arts colleges to engage and contribute to shaping a more positive, open and transparent future.

Speaker: Dr. Candace Thille, Stanford University
Keynote Talk: The Science of Learning, Technology, and Student Success in Liberal Education
Date: Saturday, June 18th
Time: 11:30am-12:30pm
Location: Stokes Auditorium on the campus of Haverford College


Video Highlights:


Candace Thille Keynote, “The Science of Learning, Technology, and Student Success in Liberal Education” LACOL 2016, June 18, 2016 at Haverford College



Q&A with Candace Thille: algorithms, feedback and measuring the unmeasurable


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Learning Data. What do we know? What do we want to know?

Highlights of the April 27th panel discussion

On April 27th, five expert panelists from across the Consortium gathered online with an audience of faculty, technologists, and campus administrators for a discussion entitled, “Learning Data. What do we know? What do we want to know?” The session began with some thought-provoking remarks from the panelists, followed by two case studies, leading into free flowing conversation around several themes noted below in the video highlights.

Bilger, Crouch, De Veaux, Jilani, Nixon
Left to Right: Panelists Audrey Bilger, Catherine Crouch, Richard De Veaux, Saleha Jilani, Andrea Nixon
For full details about the panelists and the program, see the Panel Announcement

The goal of this online conversation was to set a broad frame for faculty perspectives on learning data as it is useful in guiding teaching and student success in the liberal arts. As indicated by audience feedback, this area has rich possibilities for exploration and potential collaboration as a Consortium.  We will be looking for opportunities to foster further conversation and collaborative investigation on specific aspects of this important topic.

Video Gallery – Online Panel


The who of learning data for the liberal arts.

• Dr. Audrey Bilger, Professor of Literature and Faculty Director of the Center for Writing & Public Discourse, Claremont McKenna College; incoming Vice President of Academic Affairs and Dean of the College, Pomona College


Levels of data that may inform teaching practice and institutional structures.

• Dr. Catherine Crouch, Associate Professor of Physics, Swarthmore College


How can liberal arts colleges collaborate on data that guide teaching and learning?

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Perspectives on Learning Data (Panel)

LACOL bounce_edited-2

Learning Data. What do we know? What do we want to know?

Format: 1.5 h web conference, multi-disciplinary panel
Date: Wednesday, April 27
Registration required: registration closed, this event is in the past.
VIDEO HIGHLIGHTS:  http://lacol.net/learning-data-panel-highlights/

Panelists:

  • Dr. Audrey BilgerProfessor of Literature and Faculty Director of the Center for Writing & Public Discourse, Claremont McKenna College; incoming Vice President of Academic Affairs and Dean of the College, Pomona College
  • Dr. Catherine Crouch, Associate Professor of Physics, Swarthmore College
  • Dr. Richard De Veaux, Professor of Statistics, Williams College
  • Dr. Saleha Jilani, Assistant Professor of Economics, Haverford College
  • Dr. Andrea Nixon, Director of Educational Research, Carleton College

(see more below on the panelists’ perspectives)

Topics in brief:

  • Learning data generally: What do we mean by learning data? How is such data collected? Where does it live?
  • Faculty perspectives: What data sets are typically available to faculty? What insights can be gained? What other kinds of data might be useful?

Mini Case Studies:

  • Student course responses at Williams College: As part of a year long look at teaching evaluations, Dick De Veaux analyzed 10 years of data from Williams, about 100,000 student course responses. Some of the results were as expected, others were more surprising. He’ll summarize some of the things he’s learned from the analysis and point to what it says about the possible future of teaching evaluations at Williams.

  • Evaluating ALEKS at Carleton College: Andrea Nixon will share an overview of Carleton’s approach and the insights gained in assessing their pilot of ALEKS, an adaptive online tool for supporting students with Quantitative Skills.

Discussion/Q&A:

  • The second half of the session will be devoted to discussion among the five panelists with opportunity to take questions and gather additional views from the online audience.

About the Learning Data panel:

The focus of this online conversation is to set a broad frame for faculty perspectives on “learning data” as it is useful in guiding teaching and student success in the liberal arts. This area has rich possibilities for exploration and potential collaboration as a Consortium. Although related, this panel is not intended as a discussion of “learning analytics” methodologies/tools, or assessment as it may relate to accreditation.

Panelist Perspectives:


Dr. Audrey Bilger, Incoming Vice President of Academic Affairs and Dean of the College, Pomona College. Professor Bilger is interested in the human face of learning data. How are the “unmeasurable” aspects of learning captured and reflected in faculty teaching practice? Can narrative inquiry contribute in useful ways?  She is also interested in communicating the value of learning data to faculty who may resist the idea of quantifying the unquantifiable.


Dr. Catherine Crouch, Assoc. Professor of Physics, Swarthmore College. Professor Crouch has led numerous research projects evaluating instruction and also seeks to be guided by data from the discipline-based education research community on best practices for teaching. Her experiences with these projects have also made her aware of the constraints that individual faculty face in gathering data to evaluate their courses and curriculum, as well as the institutional challenges that faculty face in implementing research-based pedagogies and practices.


Dr. Richard De Veaux, Professor of Statistics, Williams College. Professor De Veaux is deeply engaged with faculty and IR colleagues at Williams to develop more meaningful statistical analyses of teaching performance. Rethinking the design of student course evaluations can lead to better insights for faculty and for the institution. As a textbook author, he is interested in the evolution of student performance metrics and the increasing reliance of faculty on these assessments.
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Hybrid/Online Bridge for Quantitative Reasoning – conversation with Yale ONEXYS

On Monday, Feb 29, members of LACOL’s Quantitative Skills working group met with Yale’s ONEXYS team for a discussion of online/hybrid approaches to supporting students with quantitative skills and reasoning.

Yale's ONEXYS hybrid bridge for Quantitative Reasoning
Yale’s ONEXYS hybrid bridge for Quantitative Reasoning

Areas of common interest include:

  • Yale’s experience with ONEXYS
  • Measuring program impact and student success
  • Online module design/content for summer bridge
  • Training of peer coaches/mentors for effective tutoring (blended and online)
  • Envisioning a virtual community/social network for students and/or coaches

Meeting:
Online Bridge Programs for QS/QR Preparedness
Yale ONEXYS / LACOL QS web conference

QS Logo
LACOL QS Working Group

Date:
Monday, Feb 29, 2016

Special Guests:
Jim Rolf (Yale Math Department)
Edward O’Neill (Yale Teaching and Learning Center) (more…)

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Web Conference: Active Learning Roundtable

CaseyLondergan

Post-meeting Follow-ups

Resources and Links for Active Learning in STEM from the Jan 15 Discussion (contributed by participants):

Excellent guides to using Peer Instruction/clickers:
https://www.physport.org/guides/guide.cfm?G=Peer_Instruction
http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf

Databases with questions for astronomy, biology, CS, chemistry, geosciences, math/stat, physics:
http://www.cwsei.ubc.ca/resources/clickers.htm#questions
https://www.physport.org/guides/Section.cfm?G=Peer_Instruction&S=Resources
http://www.jce.divched.org/jcedlib/qbank/collection/conceptests/

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Meeting: Active Learning Classroom Roundtable (Web Conference)

Discussion Leaders:

  • Casey Londergan (Associate Professor of Chemistry, Haverford College)
  • John Dougherty (Associate Professor of Computer Science, Haverford College)

Date:
Friday, January 15th, 2016 (more…)

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LACOL2017 – Where to Stay

Davison House in the spring, April 2011

©Vassar College/ Tamar M. Thibodeau

Here are the recommended places to stay for the June 2017 LACOL Workshop at Vassar College.  Please indicate your choice as you register for the workshop.

On-Campus Option:

starRECOMMENDED: Vassar Residence Hall. Participants can reserve a room to stay in the Vassar College residence halls located immediately adjacent to the workshop. Note there is no air conditioning in any of the Vassar dorms.  All rooms have shared hall bathroom/shower access.

The charge for a single room per night (linens included) – $75.

Off-Campus Options:

Hotels near the College (5-15 minute driving distance to Vassar)

starRECOMMENDED: Hampton Inn Poughkeepsie

2361 South Rd., Poughkeepsie, NY 12601
845.463.7500

Holiday Inn Express
2750 South Rd., Poughkeepsie, NY 12601
845.473.1151

Courtyard by Marriott
2641 South Rd., Poughkeepsie, NY 12601
845.485.6336 (more…)

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