Event: Webinar – Update on Q-bits Testing in the Fall 2017 Pilot / What’s Next? Location: ZOOM (details below) Date: Wednesday, November 15 Time: 12:00 noon – 1PM Eastern Presenter: Prof. Melissa Eblen-Zayas & QLAB Core Team
You are invited to join a webinar update and discussion about QLAB, the multi-campus collaboration to develop a shared framework for curating, implementing and assessing online instructional modules to assist students with quantitative skills and reasoning across disciplines.
NB: A recording of the webinar will be shared for those who cannot join in person.
Webinar Agenda: The goal of this session is to bring those who are interested up-to-speed with where the QLAB project stands, what we have learned so far, and what our next steps might be. We will be looking for input on approaches to revising the existing Q-bits, choosing topics for the next several Q-bits to be developed, and lowering barriers to contributing to the project.
Status of the Q-bit project — goals, what makes this project different, overview of what we have done
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
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.
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
When 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.
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.
LACOL 2017 Session 5: Group Brainstorm Presenters/Facilitators: Sean Fox, Brian Alexander Date & Location: June 15 on the Campus of Vassar College (see program details)
Open educational resources and shared collections are hot topics; at the same time, these concepts have been with us for years. For LACOL, opportunities to develop shared resources (repositories) are frequently proposed … but how can we develop useful collections while avoiding common pitfalls? In this brainstorming session, Sean Fox, Technical Director of the Science Education Resource Center (SERC) at Carleton College will frame the issues as we invite all workshop participants to brainstorm on the what, the why, and the how of shared collections.
Key questions include:
What are common faculty strategies for seeking and finding teaching resources?
Can we foster effective processes to develop useful collections* through LACOL?
*these questions are pressing for the QS and Language Instruction working groups, but other opportunities exist for LACOL. What do YOU think?
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.
Event: 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)
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?
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
As a preview and prelude to LACOL’s “Language Instruction Hack-a-thon” next May at Swarthmore College (http://lacol.net/language-hackathon), you are cordially invited to join a team meeting on Monday, December 12, 2016. This session is particular relevant for faculty and technologists with an interest in language placement/diagnostics and refreshers, and especially anyone who is curious to know more about plans for the hack-a-thon.
Meeting:LACOL Language Instruction: pre-hack-a-thon brainstorm on language placement, diagnostics and refreshers
Special Guest Speakers:
Chico Zimmerman, Professor of Classics, Carleton College
Clara Hardy, Professor of Classics, Carleton College
To launch the conversation, Professors Zimmerman and Hardy from Carleton College will share an update on their Latin placement project. Throughout the summer and fall, they have been designing a more effective placement test for Latin and exploring a number of web-based tools/platforms for delivery – see: http://lacol.net/latin-placement-lacol2016. Thought focused on Latin content, their work provides excellent food for thought with broad relevance to diagnostics and refreshers for modern languages as well.
The remainder of the session will focus on plans for the hack-a-thon. What are the shared goals? What pre-work can help to lay a solid foundation? What kinds of productive “hands on” work can faculty and technologist do together in person in May?
A small group of faculty has done some brainstorming about the hack-a-thon already. We will share initial ideas and build from there.
Debrief on Carleton’s CUBE pilot (online summer bridge program for quantitative skills)
On October 19, LACOL held a webinar with special guests Melissa Eblen-Zayas and Janet Russell from Carleton College. In this one-hour session, Melissa and Janet shared their experiences running the first iteration ofthe ‘Carleton Undergraduate Bridge Experience’ or CUBE, a new online summer bridge program designed to support entering students with quantitative skills and reasoning. Carleton’s creative approach to developing CUBE riveted the audience at the June LACOL workshop as the pilot was just getting underway. Now in this “debrief” session, you can hear all about what went into running the program in the first round, how students responded, and the lessons that were learned. The meeting was held in Zoom with ample opportunity for Q&A and discussion. Contact Liz Evans (email@example.com) for more information.
Melissa Eblen-Zayas, Associate Professor of Physics and Director of the Perlman Center for Learning and Teaching, Carleton College
Janet Russell, Director of Academic Technology, Carleton College
World-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
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
In this clip, Ben Ho, Associate Professor of Economics at Vassar College, shares his thoughts on economic motivations, learning theory and the use of games to teach economics as part of a liberal arts curriculum. Prof. Ho is a behavioral economist who uses economic tools like game theory and experiments to understand social systems such as apologies, identity signaling, and climate concerns. This talk was part of a series of conversations on innovative use of digital and online approaches for teaching and learning at the 2014 consortium-wide workshop held at Pomona College.
Prof. Ben Ho discusses games for teaching economics
Ho sees students responding very positively to the use of games for class, and this is reflected in their learning. He says:
I have always considered classroom games an essential part of my pedagogy. It gives students a way to fully engage in strategic thinking. Games like MobLab greatly simplify the task of implementing games in class, its highly polished presentation impresses students, and has been the most positively commented upon change to my teaching, with lots of unsolicited positive feedback both after class and in course evaluations.