Introduction to Critical Data Science (co-taught course, shared digitally)
Familiarity and expertise in basic coding (R or python, Excel).
Understanding of theory and application of basic concepts in statistics.
Ability to write and present technical material to diverse audiences.
Intensive 8-week course with data lab component (fully digital)
Student centered learning design including pre-recorded lectures, real-time lectures, and laboratory/supported work time
Course to be co-taught by 4-5 instructors (one from each participating campus)
Delivery is fully online with some scheduled and some asynchronous events.
Level: This class is intended for non-majors. There are no formal prerequisites; preference will be given for students with no prior coding experience; preference will be given to students who have taken college-level calculus. Enrollment must be approved by the student’s advisor at their home institution and by a lead course instructor.
Recently and for a while, stakeholders across our membership have agreed that the original name – Liberal Arts Consortium for Online Learning – only partly aligned with our current work, shared goals, and mission. After some deliberation, a name change was unanimously endorsed by our Faculty and Leadership Councils this fall.
Luckily, with our new name, LIBERAL ARTSCOLLABORATIVE for Digital Innovation, we keep our familiar acronym:LACOL.
How important is it for instructors to include their own faces when creating instructional videos? The answer might surprise you. Dann Hurlbert, Carleton College’s Media & Design Guru (and an actor, director, and inventor of the Little Prompter) leans on research and his own expertise to offer guidance.
Dann Hurlbert and Palmar Alvarez-Blanco at Carleton College recently co-taught Spanish 206, a course focused on developing language skills with native speakers and fostering civic engagement–while also giving something tangible back to the community. Students in this course worked with under-represented local organizations to help them create a “participatory videos” (short documentaries) to help tell each organization’s story. In addition to having students create video as a portion of their coursework, Dann also used instructional videos to teach and guide the learning. Dann created a successful Moodle-based micro-course that can now be easily replicated and plugged into a multitude of courses in which the faculty member hopes to tie Civic Engagement with his/her own course content, and video production.
Here’s a short video that offers a peek into the course and this engaging instructional method:
*Note: this sample video includes short selections from the following films: Bacon and God’s Wrath by Sol Friedman and Sarah Clifford-Rashotte; Godka Circa by Antonio Tibaldi and Alex Lora; Damon at 86th Street by Emily Sheskin, and the Price of Certainty by Daniele Anastasion.
For more information on how you and your institution can use this technique and these materials to foster civic engagement in your courses, contact Dann at firstname.lastname@example.org
Session: Measuring Complex Domains for the Liberal Arts (Inclusive Pedagogies) Date/Time: Thursday, May 31, 1:30-2:15PM 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. (more…)
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.
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.
Emerging pedagogies for inclusion are keen topics of interest across the liberal arts. Our Teaching & Learning Centers, and our academic support colleagues have a growing body of experience – what works and what doesn’t work – when it comes to supporting our diverse student body academically and as whole persons. Collaboration around these insights and measurements across LACOL has seemed like a useful idea to many. To advance these conversations, two interrelated workshops will be held in the Spring of 2018:
WORKSHOP 2: Measuring Complex Domains of Learning (Inclusive Pedagogies)
The goal of these paired workshops is to start a dialogue across our stakeholders around issue of access and inclusion, and to consider ways in which both qualitative and quantitative assessments might be used to jointly study this aspect (and others) of the liberal arts experience. (more…)
From tweetstorms to troll farms, social media has become deeply polarized; a force that is frequently unpleasant and may even pose a threat to democracy. What to do? A new pop-up MOOC from Davidson Now invites students to explore active solutions.
Productive, participatory engagement builds communities and builds networks that support real interaction and change. When meeting face-to-face is no longer necessary, what does engagement look like in a democratic society?
On Feb. 12, Davidson College will launch “Engagement in a Time of Polarization,” a free, two-week online course that will engage learners in a conversation about active, effective collaboration in a divisive media ecosystem.
Learn about historical models for creating an informed, engaged citizenry from professors Natalie Delia Deckard of Davidson College and Bonnie Stewart of the University of Prince Edward Island
Evaluate the implications of polarization–and participatory engagement–for educators, government and media; and
Participate in real-time discussions with leading voices in media literacy, disinformation and polarization.
This is the third class from Davidson Now, a digital learning series from Davidson College on edX.org. (more…)
Pictured above: Study participant Jeff Greenwald, Hamilton ’17
Researchers studying awe in a lab setting can’t take participants to awe-inducing locations like mountaintops, and the standard of watching videos of those situations has limitations. To help solve this problem, Hayley Goodrich ‘17, a Psychology concentrator at Hamilton College, and Educational Technologist Kyle Burnham recently set out to explore the use of Virtual Reality (VR) for Goodrich’s thesis project on the experience of awe.
A vague theoretical connection between awe and meaning exists in the awe literature. According to Goodrich:
awe arises when something in the environment is vast and cannot readily be incorporated into one’s existing meaning frameworks.
Goodrich wanted to explore if awe really did emerge in response to a violation of some meaning-making structure. Studying such a connection necessitated that she first make participants feel awe. (more…)
Workshop Session: Active Learning – Strategies & Spaces
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?
A call for proposals is open for the Blended Learning in the Liberal Arts Conference, held at Bryn Mawr College May 23-24, 2018. Our definition of blended learning is quite broad, encompassing many types of digital pedagogy projects. We invite interested LACOL faculty and staff to attend.
The workshop and pilot are the next step in a sequence that began with the Language Skills Hack-a-thon at Swarthmore College in May 2017 and the Dashboard Prototype Technical Workshop at Carleton College in October 2017. With groundwork laid at these previous events, the team is well positioned to put forward a working prototype in French that can be piloted with faculty and students for placement and advising in the summer/fall of 2018.(more…)
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
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.