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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Adaptive Learning (and Adaptive Teaching) in a First Course in Applied Statistics


Session 9: Adaptive Learning (and Adaptive Teaching) in a First Course in Applied Statistics
Speaker: Denny Garvis, Professor of Business Admin & Mgmt, The Williams School at Washington & Lee University
Date & Location: June 16 at Vassar College

D. Garvis, Washington & Lee University
D. Garvis, Washington & Lee University

This presentation serves as a practical follow-up to the Candace Thille keynote from LACOL 2016. Specifically, adaptive learning courseware originally developed in the Online Learning Initiative (OLI) at Carnegie Mellon University has been used in the Applied Statistics course in the Williams School at Washington and Lee since 2014. Pedagogical advantages, trade-offs in teaching, and student learning outcomes from using the OLI Statistical Reasoning courseware, now hosted by Stanford EdX, will be discussed.

Additional Resources:

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The 2017 Lightning Round @ Vassar College

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Picking up from last year’s wildly popular 2016 Tech Lightning Round at Haverford College, this year’s consortium-wide workshop LACOL2017 at Vassar College will feature THE RETURN OF THE LACOL LIGHTNING ROUND over lunch on Thursday, June 15.

star2017 Lightning Round: The Lineup
Moderator: Steve Taylor, Director of Academic Computing Services, Vassar College

In the lightning round, LACOL faculty and staff are invited to share an idea for a short pitch – JUST FIVE MINUTES EACH – on a digital tool or technique you’re trying in your online/hybrid classroom.

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Digital Storytelling for Liberal Arts Teaching and Learning (Panel)

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Digital storytelling is a powerful narrative form for imagining, analyzing, and informing that typically combines images, text, recorded audio, video clips, and music.  The educational uses are many.
As Bryan Alexander says, storytelling just might be the most important cognitive tool of the 21st century.

This panel discussion at the LACOL2017 workshop highlighted how faculty and students at liberal arts colleges are using media-rich storytelling to spark creative expression in teaching, learning and research.

Moderator: Bryan Alexander, educator, author of The New Digital Storytelling

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Social Annotation with Stanford’s Lacuna (meet up/demo)

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Screen Shot 2017-05-01 at 3.32.52 PMOn 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.  

https://poeticmedia.stanford.edu/lacuna

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

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Exploration of Blended Course Offerings for Upper Level Mathematics

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Prof. Stephan Garcia, Pomona College
Assoc. Prof. Stephan Garcia, Pomona College, co-lead of the LACOL ‘Upper Level Math’ project
(with Assoc. Prof. Steven Miller of Williams College, pictured above)

Update on Phase II: http://lacol.net/hu-garcia-math-stats-pilots

In September 2016, a team of mathematics faculty, technologists and instructional designers from six leading liberal arts colleges (LACOL member schools Amherst, Haverford, Pomona, Swarthmore, Vassar and Williams) are launching a new collaboration to explore blended course sharing for select topics in advanced mathematics. The goal of the project is to experiment with models for shared course delivery which can supplement residential classroom learning and expand curricular offerings for math majors. Inspired by some independent experimentation and brainstorming between faculty team leads, Assoc. Prof. Steven Miller at Williams College (pictured above) and Assoc. Prof. Stephan Ramon Garcia (pictured at right), a group of six mathematicians from across LACOL began talking about possibilities for a multi-campus collaboration in early 2016. These conversations eventually led to a full project proposal which gained strong support from LACOL’s Faculty and Administrative Advisory Councils. The project was officially approved in July 2016 as a two-phased initiative. In the first phase (academic year 2016/2017), a feasibility study is planned which will execute several experiments and “proofs of concept” involving online/blended course elements such as lecture capture, online coaching and problem solving sessions (synchronous and asynchronous) and peer mentoring. With support from the multi-campus project team, these efforts will be spearheaded by Miller at Williams College in connection with his Spring 2017 ‘Problem Solving’ course. In phase two (academic year 2017/2018), findings from phase one will be brought to bear in a pilot course offering, ‘Real and Functional Analysis’, taught by Garcia. In a fully realized vision, the course would be offered both face to face at Pomona, and also opened virtually to interested students at all LACOL campuses. Local faculty and support contacts at each campus would help ensure students experience the best aspects of on-campus and on-line liberal arts learning.

Since mathematics faculty at all LACOL schools already teach a variety of advanced topics, this project will investigate how online/blended sharing may expand access to a richer array of options to meet student interests.  Miller notes:

While liberal arts colleges excel in engaged faculty and personal interactions with students, we do not always have the course offerings available at larger institutions with graduate programs. Though often our students are ready for such classes, at each institution there are practical limits to offering them every year. Our goal is to increase the wealth and frequency of the advanced classes our students need, both for graduate study and to delve deeply in the subject.

Launch of the ‘Upper Level Math’ project has stirred excitement across the Consortium.  The math team’s work is seen as an opportunity to collaboratively experiment with emerging online/blended pedagogies that might be useful in a variety of disciplines. It is also a chance for the schools to explore related policy issues of faculty and student credit in the context of online/blended course delivery and consortial partnerships.  In considering these issues, the team will draw on experiences from peer institutions and other consortia who have been investigating these new models in a variety of ways.  Swarthmore College Professor of Cell Biology Liz Vallen, who evaluated the project in-depth as a member of LACOL’s Faculty Advisory Council, commented:

This [project] seems exactly aligned with LACOL’s goals as it is leveraging the consortium to increase course offerings and availability at partner institutions. The other big benefit of this work is that it is a concrete example that will be a great pilot experiment to see if this is something feasible and beneficial within the LACOL framework.

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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.

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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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Students collaborate on Visual LAndscapes at Cal State and Pomona College

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The Visual LAndscapes project was born out of an idea to further engage our students with the city in which they live, and to encourage students to think critically about the ways in which they understand and interpret the built environment. This project brought together students at Pomona College and Cal State LA in courses entitled Metro Tales and The Urban World, respectively. The concept was developed collaboratively by Kathryn Robinson (Instructor in the Department of Geosciences and Environment, Cal State LA) and Livi Yoshioka-Maxwell (Visiting Assistant Professor in Romance Languages and Literatures, Pomona College). The project involved a journey on Los Angeles public transportation to a shared destination, which students documented using social media in order to create photo-essays of their travel experiences:

https://visuallandscapes.wordpress.com.

This project was also developed with support from Pomona’s Draper Center for Community Partnerships.  According to Prof. Yoshioka-Maxwell:

 The activity emphasized reciprocal learning between students and teachers from each institution as we exchanged ideas about the factors that shape our experience of public transportation, such as the demographics of our fellow travelers and the neighborhoods through which we pass along our journeys.

A shared @metro_tales account on Instagram for student collaboration.
@metro_tales on Instagram

After some discussion the decision was to use Instagram as the student input method, since all the students had phones with cameras, and many already had Instagram accounts. To simplify the logins, the professors decided to have a single Instagram account shared among the class:

https://www.instagram.com/metro_tales/

Instagram also has a map function in their mobile app, so sharing the account also allowed everyone to navigate each other’s images within a map.

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Swarthmore professor extends his Latin classroom far beyond the boundaries of campus

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A creative Latin professor at Swarthmore College has been using technology to extend informal learning beyond the boundaries of Swarthmore. For the last three summers, Prof. William Turpin has hosted a free, public, online course on Medieval Latin translation. He has been assisted by colleagues Bruce Venarde (University of Pittsburgh), Carin Ruff (Hill Museum & Manuscript Library) and Jen Faulkner (East Longmeadow High School, MA), who helped him to facilitate the weekly sessions. According to Prof. Turpin:

The intention of this course is to replicate to the extent possible the experience of a student in (say) a college Latin class at the early intermediate level, minus the quizzes, tests, and continuing assessment, there is no mechanism for awarding credit or certificates of attendance.  The most immediate model, in fact, may be an informal reading group devoted to a particular ancient or medieval text.  The basic premise is that a small community of interested participants can both encourage and enhance what is essentially a private encounter with a text.

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Building a Borderless Class at Swarthmore College

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Sunka Simon Swarthmore College associate professor of German studies

At Swarthmore College, Associate Provost and Professor of German and Film and Media Studies Sunka Simon and Associate Professor of French Carina Yervasi, collaborated with Ashesi University Professor Mikelle Antoine to create an interactive online course that examines questions of nationality, globalization, race and ethnicity, and gender and sexuality through the lens of global diasporic communities. Using a “globally-networked learning environment,” the course entitled Re-Envisioning Diasporas was the first synchronous, hybrid course taught between Swarthmore College and Ashesi University in Ghana. The classes worked in joint video-conferenced sessions twice a week to explore how displaced peoples worldwide address these challenging questions while living in a perpetual state of “elsewhere.”

Simon and Yervasi recently co-authored an article about their experience with building a borderless class which appears in the new volume, Globally Networked Teaching in the Humanities: Theories and Practices, co-edited by Simon. Participants from both continents shared their reflections on the course experience.   Yervasi notes:

Carina Yervasi Swarthmore College associate professor of French and Francophone studies

What I’m discovering is that our model of learning is very different from the traditional model of distance learning. Our model is collaborative; it’s not student-professor online learning where the students are interacting with just the professor. [ … ] The students have to write and interact with each other. We’ve used writing, blogs, forums, Youtube, Skype and VoiceThread … I like that we’re using these technologies to connect in new ways.

Plans are in progress to offer an updated version of the course next year.  With a grant from SUNY COIL, the team is supported by course designer Michael Jones, director of the Swarthmore Language Resource Center, who manages the technology resources that keep the groups in close contact.  Both Simon and Jones are actively involved with LACOL’s Language Instruction Working Group. (more…)

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Haverford’s recent Teaching with Technology Forum featured eight faculty presentations

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Tetsuya Sato, Director of Japanese Language Program, discusses student projects.
Tetsuya Sato, Director of Japanese Language Program, discusses student projects in 3rd year Japanese. 
Top photo: John Dougherty, Associate Professor of Computer Science shows how his students use Voicethread to present their work

LACOL was proud to co-sponsor Haverford’s Teaching with Technology Forum for Fall 2015 which was organized by Instructional & Information Technology Services (IITS).  Eight Haverford College faculty members shared their approaches and experiments in using digital teaching and learning tools that help to increase student engagement with course material, their classmates, and faculty.  Hiroyo Saito, Director of IITS’s Instructional Technology Services and her team work closely with faculty in planning this semi-annual event.

Digital tools discussed by faculty included

  • Zaption
  • VoiceThread
  • Glossary in Moodle
  • Google Sites

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Guest scholars join the discussion circle at Williams College: Using Skype in the classroom to connect data to creators

One Topics in Neuroscience discussion connected students at Williams College with both the first and senior authors of the assigned research paper at the University of Bern and McGill University.
One Topics in Neuroscience discussion connected students at Williams College with both the first and senior authors of the assigned research paper at the University of Bern and McGill University.

When undergraduate biology students read scientific papers, they see a tightly woven story connecting a set of data. However, not evident—and just as important for young scientists to recognize—are the ideas behind the experimental design and the challenges, failures, and triumphs of the scientists running and writing about the experiments. At Williams College, Assistant Professor of Biology Matt Carter and his students learn about this hidden world of biology research by engaging authors of the papers they read in classroom discussions using Skype videoconferencing.

After reading the research paper on their own, Topics in Neuroscience senior seminar students spent the first 45 minutes of the three hour long class time discussing the paper and generating a list of potential questions to ask the authors. Then, the authors joined the discussion by Skype using laptops and a room microphone. According to Carter:

Matthew Carter, Assistant Professor of Biology at Williams.
Matthew Carter, Assistant Professor of Biology at Williams.

This part of the discussion was not scripted or organized and became a free flowing conversation about science, experimental work, and personal engagement with the process. Students were able to ask spontaneous questions such as, “Which experiment in the paper was the most satisfying?” This question triggered a fascinating and lengthy answer about how difficult it was to carry out a key experiment and how tremendous they payoff was when it was achieved. Such insights are not contained published paper and would only emerge in this type of discussion session.

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