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
⇒ Project site: https://emergentedu.org
⇒ About Sensemaker: http://cognitive-edge.com/sensemaker/#sensemaker-about
⇒ 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…)
Session: Digital Competencies and Digital Studies
- 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
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.
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:
For related research, see also: Measuring Complex Domains (summer/fall 2018)
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)
- Date: Friday, April 27
- Location: Davidson College
- Register: Davidson Workshop Registration & Housing (register by 4/1)
- Workshop Leads:
- Dr. Brent Maher, Director of Academic Assessment, Davidson College
- Kristen Eshleman, Director of Digital Innovation, Davidson College
- Prof. Paul Youngman, Chair of the Digital Humanities Working Group and Professor of German, Washington & Lee University
- Workshop Resources: Readings & Videos
- Program: https://emergentedu.org
WORKSHOP 1: LACOL Dialogue on Inclusive Pedagogies
- Date: Friday, March 9
- Location: Haverford College
- Prof. Verna Case, Assoc. Dean of Faculty, Director of the Teaching and Learning Center, and Beverly F. Dolan Professor of Biology, Davidson College
- Prof. Jyl Gentzler, John Cooper ’64 Presidential Teaching Professor of Philosophy and Faculty Director of the Center for Teaching and Learning, Amherst College
- Dr. Riley Caldwell O’Keefe, Director, Center for Teaching and Learning, Amherst College
- Prof. Jonathon Kahn, Assoc. Professor of Religion, Vassar College
- Dr. Andrea Nixon, Program Director, Division of Undergraduate Education, National Science Foundation and Director of Educational Research, Carleton College
- Program: Agenda
- Logistics: Workshop Info
Background and Purpose:
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?
– Prof. Natalie Delia Deckard, Davidson College
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.
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.
Bryn Mawr requests proposals by February 15, 2018
More details here: http://blendedlearning.blogs.
To advance the LACOL Language Skills Diagnostic Dashboard Framework, a three-day hands on-workshop will be held in spring 2018 at Swarthmore College, leading to a pilot study of the emerging prototype in French.
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 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.
This post is a practical follow up on Unpacking My Library: The Book in Augmented Reality post from Hamilton College.
The book made by the first-year students in Visiting Assistant Professor of Literature Andrew Rippeon’s Unpacking My Library course is now viewable. (To view the augmented reality elements of this book using HP Reveal, follow instructions below.) (more…)
Access, collaboration, and prisons – three words one is unlikely to see in the same context. Yet the American Prison Writing Archive (APWA) works collaboratively to provide access to the witness borne by people in prison today. Directed by Doran Larson, Walcott-Bartlett Professor of Literature & Creative Writing at Hamilton College, the APWA is a continually growing online archive of essays written by incarcerated people and prison workers. The APWA provides access to the lived experiences of those inside these closed systems. These essays unveil the prisons we have constructed. We expect them to mete out justice. What we find in each essay is something much less noble.
Reading any single essay is a powerful experience; reading across essays offers the outlines and interiors of a city just smaller than Chicago.
While emerging from the American archipelago of over 6,000 carceral institutions, the cityscape we discover is as cohesive as that of our Chicago, LA, or New York. But this is a city dedicated to the production of pain. (See Larson’s Fourth City: Essays from the Prison in America, and his MOOC on the history of prison writing in the US.)
Larson began working with the Digital Humanities Initiative (DHi) at Hamilton College to develop an online, open access archive of prison essays in 2010. In December 2017, the APWA reached two important milestones: 1) over 1000 essays are now online; and 2) a transcription tool was developed to crowdsource transcription of the primarily handwritten essays. The transcription tool increased the ability of transcribers anywhere to request an account and contribute to transcriptions that allow full text searching of the archive. With over twenty new essay submissions and associated signed permission questionnaires per month, the APWA team has focused on processing submissions, correspondence, digitization, and metadata entry. Volunteer transcribers continue the practice of collaboration that fuels every aspect of the APWA. The NEH grant Larson received this past year contributed to the development of this transcription tool and also supports an administrative assistant working for the archive. Collaboration is woven into all of the work of this archive: from Larson’s work within and across institutions to maintain prison writing programs, to the team ethos of the DHi Collection Development Team in developing and sustaining the growing archive, to the research of undergraduate students, faculty and graduate students who can use the archive from other institutions. (more…)
In November 2017, Dr. Laura J. Muller, Director of Quantitative Skills Programs and Peer Support at Williams College and a member of the QLAB core team*, gave a presentation on the Q-bits Pilot to an audience of educators at the annual National Numeracy Network (NNN) Conference in New York.
Muller (pictured above right at the 2017 QS Hack-a-thon alongside Prof. A. Honig, Amherst College) has been at the forefront of Q-bits module design and implementation as part of a multi-year, multi-campus collaboration called QLAB. Given Laura’s teaching background and expertise in peer support and tutoring for Quantitative Skills and Reasoning, she’s interested in assessing the potential for online modules like Q-bits which can provide just-in-time support to help students brush up on, and apply, quantitative methods and concepts across the curriculum.
At NNN, Laura focused on issues of meta-cognition, student confidence, and transfer of QS/QR knowledge and skills across different context.
A distinguishing features of the Q-bits design is the opportunity for students to see that it’s worth investing time in learning certain foundational concepts that they will see over and over in their academic career.
In November 2017, Washington and Lee University held its first DataCon, a new event for students. The two-day program was designed to highlight the impacts and career paths for data analytics, big data and statistical computing across a variety of industries. The gathering brought together students, faculty, staff and alumni for a series of discussions and networking opportunities around data sciences in both academic and professional life, including ways that analytics are used in the fields of advertising, finance and technology.
Reflecting on the experience, DataCon co-organizer Professor Denny Garvis noted:
We can tell already that we are tapping into an existing but quiet network of students, faculty and alumni who are really doing interesting work
The inaugural conference was so successful that another DataCon will be held next year. (more…)