Visualizing student storymaps on the web

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LACOL 2017 Session 9: Visualizing student storymaps on the web
Presenter: Mary Ann Cunningham, Associate Professor of Geography, Vassar College
Date & Location: June 16, Vassar College

M. Cunningham
M. Cunningham

Web maps, map apps and other emerging applications are making it easier to visualize, share, and publicize spatial data. A principal advantage of these approaches is that we can make visible the issues that matter to us, and that we discuss in classes, from digital access to energy resource impacts to neoliberal development policies. In this talk Mary Ann Cunningham discusses how students in her spring 2017 Geography course, Web Mapping, developed story maps to aid in making visible a variety of issues they wanted to share. In the process of finding and processing data, they developed their data management abilities, and in the app design they practiced prioritizing and organizing narratives.

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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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Where’s my remote? Shared upper level math courses across schools

Presentation Slides: PDF

LACOL 2017 Session 7 
Speaker: Steven J. Miller, Assoc. Professor of Mathematics, Williams College
Date & Location: June 16, Vassar College
Related Links:

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.

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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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Hack-a-thon Toward a Collaborative Language Diagnostics and Refresher Framework

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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

Special Guest:
Christopher M. Jones
Teaching Professor of French and Computer-Assisted Language Learning
Carnegie Mellon University
Dr. Chris Jones, CMU
Dr. C. Jones, CMU

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:
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Sharing Courses in Self-Instructional Language Programs through Online Conversation

SILP

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.

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Mini-Workshop: Digital Storytelling for Liberal Arts Teaching and Learning

digstory

On Friday, June 16, seats are available for a Mini-Workshop entitled Digital Storytelling for Liberal Arts Teaching and Learning. This hands-on, face-to-face session is open to registered participants at the 2017 LACOL consortium-wide workshop at Vassar College.

Facilitators:

  • Baynard Bailey (Academic Computing Services, Vassar College)
  • Ben Harwood (Instructional Technology, Skidmore College)

Mini-workshop Topics:

  • Intro and examples: What is Digital Storytelling?
  • Brainstorming: How might I use this in my teaching?
  • Tools and techniques:
    • Hands-on time with tools like WeVideo, Final Cut Pro
    • Voiceover and microphones
    • Importing editing still images
    • Importing and editing video
    • Adding music and sound
    • Exporting and Sharing

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On the Math Fundamentals Program: QS meet-up April 7

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…)

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You Are the New Gatekeeper of the News

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video gallery button_edited-1Event: Online Pop-Up Discussion, April 4th 2017
Title: You Are the New Gatekeeper of the News
Discussion Leader: Aly Colón, Knight Professor of Media Ethics, Washington and Lee University
Audience: Students, Faculty, Staff, Alumnae/i
Background Reading: You are the new gatekeepers of the news (The Conversation, Feb 7, 2017)

Aly Colón, Professor of Journalism Ethics, W&L
A. Colón

Discussion Topic: News consumers today face a flood of fake news and alternative information. In this online meet-up, journalism ethics professor Aly Colón explores forces of change in the new media landscape as we become responsible for deciding how we filter what’s news and what’s not. Professor Colón frames the conversation with historical examples and point to emerging trends in the digital age of news where Velocity + Volume = Volatility. As an ethical agent of journalism, how can you cultivate a mindset of open inquiry and deepen your capacities to handle challenging or uncomfortable views, especially in online settings?


Highlights (9:52)

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Project Update: Upper Level Stats shared course pilot added for Fall 2017

Jingchen (Monika) Hu, Assistant Professor of Statistics at Vassar College
Jingchen (Monika) Hu, Assist. Prof. of Statistics, Vassar College

In connection with LACOL’s Upper Level Math collaboration, Assistant Professor Jingchen (Monika) Hu at Vassar College is opening her Fall 2017 Bayesian Statistics course to students from across the consortium.  As the course unfolds, Prof. Hu plans to share bi-weekly lectures and screencasts with the class and engage with remote students via video conferencing and online office hours.  On each participating campus, a local faculty liaison will be on hand to guide students as needed.  Technical support will be provided in partnership with instructional technology/academic computing groups on each campus. In exploring the opportunity for the pilot experiment, Hu said:

To me, this shared/hybrid model can be a great way to get students on our campuses the access to upper level statistics courses. After collecting some data, I am very amazed at how rich the upper level statistics offering [across LACOL] could be if we can share the resources in some way. 

Stephan Garcia, Associate Professor of Mathematics, Pomona College
S. Garcia, Assoc. Prof. of Mathematics, Pomona College

The Bayesian Statistics pilot will complement another hybrid/shared offering in Real Analysis from Associate Professor Stephan Garcia at Pomona College. Because sharing Garcia’s course lectures will require capture of his mathematical notations on several blackboards, he is testing a robotic camera rig that can be positioned to record high definition video all around the classroom.

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Bryn Mawr’s Blended Learning in the Liberal Arts Conference, May 2017

cropped-blendlac_logo_resized-2Registration opens March 15, 2017 for the Blended Learning in the Liberal Arts Conference, held at Bryn Mawr College May 17-18, 2017. Our definition of blended learning is quite broad, encompassing many types of digital pedagogy projects. We invite interested LACOL faculty and staff to attend.

More details here: http://blendedlearning.blogs.brynmawr.edu/blended-learning-conference/

 

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Digital culture and Cuba’s alternative Internet, student research at Swarthmore

Graffiti of national hero José Martí at a wifi hotspot (Photo Credit: D. Wertheimer)

By Daniela Wertheimer, Swarthmore College ’17

Wireless internet, or WiFi, arrived for the Cuban public as recently as 2015, and exists still in limited capacities for the regular public in 2016. The Internet and the concept of “networks” have become an important facet of economic, social, political and daily life for people globally. I conducted research on Internet and digital culture in the summer of 2016 in Havana, which is the metropolitan, political and economic center of the Caribbean island country. I spoke to a sample of young people living in Havana (millennials, considered those aged 18-35 for the purposes of this research) about their experiences with the Internet, and learned that there is a relationship between this group, the Cuban state, the city of Havana and “the globalized Internet.” More specially, I argue that

the Cuban state and its millennial demographic negotiate their values and needs by way of the urban internet geography of Havana. Through these spaces and relationships of negotiation, questions of urban and national identity are worked out.

My study aims to find new dimensionalities to the body of information available about digital and Internet culture in Havana, while giving weight to the idea of the city space of Havana. Cuba’s alternative Internet demonstrates that the line between physical and cyber worlds is entirely artificial, and perhaps offers a lesson in how technology advances public, private and political development. I hope to tell an important story about the surprising nature of a technology’s adaptation, generally speaking, as well as an important story about the relationship between the city of Havana and that which exceeds its physical limits. Perhaps most importantly, however, I hope that my research is able to illuminate certain characteristics of the Internet – its media, its content, and its materiality. (more…)

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Digital Humanities for Undergraduates: Fostering Interdisciplinary Student Scholarship

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In Fall 2016, the five undergraduate Claremont Colleges, comprised of Claremont McKenna, Harvey Mudd, Pitzer, Pomona, and Scripps Colleges, launched their first Digital Humanities course, DH 150: Digital Humanities Studio. Under the leadership of Dr. Daniel Michon, the faculty director of the Mellon DH Grant and Assistant Professor of Religious Studies at Claremont McKenna College, Eddie Surman, a Master’s student at Claremont Graduate University, and with the support of Dr. Ashley Sanders, Director of the Digital Research Studio, this course provided students an opportunity to collaborate with a professor to design and carry out original digital scholarship projects. One student group chose to recreate a portion of an ancient archeological site in Taxila, Pakistan in 3D and develop a virtual reality application for users to explore the site using the HTC Vive. The other group produced a georeferenced map of the archeological site at Sirkap in Taxila with a searchable and filterable heat map of material objects found at the site.

Interactive map created by students at Claremont Colleges
Interactive map created by students at Claremont Colleges

The second group was comprised of eight students, some coming from computer science, while others were humanities students. Their project, “Digitizing Material Culture: Explorations of Socioeconomic Distribution in Sirkap,” sought to determine if there was a correlation between room or house size and the number and variety of material objects found, and if this correlation could be used to draw conclusions about the socioeconomic status of inhabitants. While they concluded that there is, indeed, a correlation, they have not yet been able to make the link between this correlation and inhabitants’ “level of living.” However, their visualization project revealed several intriguing insights. For instance, they noticed that there were numerous sculptures in the Hellenistic style in the Apsidal temple, but the temple was used by Buddhist monks, and therefore, one would expect Indo-Parthian or Buddhist artifacts instead. They also found a high concentration of objects that were classified as “female” near Stupas and the Apsidal Temple, prompting additional questions for further research. While they were not able to accomplish all of their ambitious goals with this ten-week project, the documentation of their process and their machine-readable dataset are invaluable contributions to academics in many disciplines and to scholars of ancient Pakistan in particular.

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iPad Pro + Pencil as a Teaching Tool for Classics

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At Haverford’s recent Teaching with Technology Forum, Associate Professor of Classics Bret Mulligan demonstrated a variety ways he uses an iPad Pro and Pencil as a teaching tool in his classroom.  As shown in the example below, recordings created with the Explain Everything app on the iPad can be easily shared with students online for later review.


SCREENCAST: B. Mulligan demonstrates the iPad/Pencil for a Latin lesson

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LACOL Hack-a-thon Toward a Collaborative Quantitative Skills Support Framework

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See also: QLAB project launch http://lacol.net/qlab-launch

This January, LACOL’s Quantitative Skills working group held a 3­-day intensive workshop (also known as a hack­-a­-thon) to explore a shared framework for review of online modules designed to strengthen students’ quantitative skills (QS) and quantitative reasoning (QR). The face-to-face event was designed by a core team of faculty and technologists from the QS group.  The workshop was hosted at Carleton College, with support from the Office of the President, Perlman Center for Learning and Teaching, and Office of Academic Technology.

Click for the Slideshow
Click for the Slideshow

Goals for the LACOL QS hack-a-thon:

  1. Identify aspects of existing QS/QR curricula, frameworks, and methods to be adapted as an online module/program by participating colleges. The goal for the collaboration is to enhance, not replace, local offerings.
  2. Plan for participating campuses to pilot one of the frameworks and agree to a process for assessment and sharing results among campuses.
  3. Document workshop outcomes and recommendations to share with colleagues across the liberal arts.

Location: Carleton College

Dates: Jan 9-11, 2017 (live blogging)

Workshop Outline: click here

Special Guest: Jim Rolf, Shizuo Kakutani Lecturer in Mathematics at Yale University; lead for Yale Online Experiences for Yale Scholars (ONEXYS)

Workshop Participants: list

Background:

Throughout the year, the QS working group has been exploring ideas for a collaborative framework to curate or build online tools and resources – including metadata on related pedagogical practices – to support students with QS/QR. Earlier this year, QS group members contributed to a joint exercise informally titled “What do we mean by quantitative skills?” to generate a shared list of key skills across the quantitative disciplines that students will need to have or acquire early in their academic careers. This common skills list provides input into strategies for helping students identify and close gaps.
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