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?
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.
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.
WELCOME to the LACOL Quantitative Skills (QS) Module Showcase. Browse the module prototypes below.
Background: The LACOL Quantitative Skills working group is collaborating to develop a shared library of online modules that can help support students in their quantitative work across the disciplines. Module design combines instructional content (curated resources such as videos or simulations) with a sequence of activities and assessments that provide students with the institutional and curricular context. A major goal of the project is to evaluate the effectiveness of modules in different settings, either as stand-alone resources or embedded within coursework or a QS/QR mentoring program. Because the focus is on application of math skills in context, the team is seeking input from instructors across the disciplines.
Module Purpose: Students practice translating a word problem into mathematical relationships, learning a process of arriving at a reasonable answer, becoming proficient in estimating quantities and making assumptions and in appreciating order of magnitude knowledge. The word problem presented is often referred to as a Fermi problem, named after physicist Enrico Fermi as he was known for his ability to make good approximate calculations with little or no actual data. The ability to estimate quantities is a useful skill in many disciplines, and a student may be called on to apply it in settings ranging from estimating the required amounts of reagents to estimating the economic feasibility of setting up a bakery in Northfield, MN.
Notes on Strategy: The module breaks down the strategy of arriving at an answer to an estimation question (Fermi Problem) as follows:
Brainstorm questions that arise from the original question
Identify the central information that is needed
Set up the chain of reasoning reasoning / mathematical relationship between the quantities
Make assumptions about the quantities involved or gathering information needed to improve estimates.
Work with your smallest reasonable value, your largest, reasonable value, and then choose the most likely value for the answer.
Back of the envelope calculations
Order of magnitude
Module Prototype: Approximately how many dentists are there in Fresno, CA?
Registration 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.
Project Background: Throughout the liberal arts curriculum, there are numerous ways, old and new, that reading skills and related habits of mind are taught. A rapidly evolving technology landscape is also shaping the student experience. To help document emerging pedagogies for reading, LACOL’s Active and Engaged Reading working group is embarking on an survey of faculty and academic staff across the disciplines at our member institutions. The survey tool was developed jointly by the AER project team with guidance from the Institutional and Educational Research offices of participating colleges.
The purpose of the survey is to gather insights into how our faculty cultivate various reading skills and practices for students at all levels of the curriculum, with a particular focus on the digital dimension. Results of this survey will be used to inform Active and Engaged Reading working group projects, including a collaborative thought piece on reading for the liberal arts in a digital age.
Instructions: The survey consists of several short answer questions and may take 15-30 minutes to complete, depending on the level of detail you can share. Your input is invaluable to the project. Thank you for your time!
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…)
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.
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.
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
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.
Goals for the LACOL QS hack-a-thon:
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.
Plan for participating campuses to pilot one of the frameworks and agree to a process for assessment and sharing results among campuses.
Document workshop outcomes and recommendations to share with colleagues across the liberal arts.
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. (more…)
Colleagues with wide-ranging expertise and disciplinary interests from seven LACOL schools spent three days sharing, working and learning side-by-side at the hack-a-thon. Together, the team developed an initial draft and prototypes of a collaborative framework for creating/curating and evaluating online QS/QR modules that can boost students success and improve access. With inspiration from special guest Jim Rolf from Yale ONEXYS, we delved deeply into collaborative strategies for design, implementation and measuring effectiveness. A grand time was had by all … and more to come! (Read more about the project.)
Students, faculty, and technologists at Washington & Lee’s Integrative and Quantitative (IQ) Center have been experimenting with virtual reality (VR) for a couple years, starting with cell phone-based VR systems like Google Cardboard. This year W&L upgraded to a dedicated VR headset, called the HTC Vive. These new VR headsets provide a compelling (and immersive) way to visualize and interact with content but there is very little educational content currently available, especially for higher education. This means that, for the time being, getting the most out of these systems requires either creating original content or adapting existing material to work in VR.
Fortunately, when it comes to visualization, many of the workflows for generating and manipulating 3D content such as molecular modeling, 3D animation, motion capture, photogrammetry, geographic information systems, 360-degree photography and video translate well to VR platforms with a little work and a healthy respect for the current limitations of the hardware.
According to IQ Center Academic Technologist Dave Pfaff:
Developing interactive scenes for VR takes a little more work and some specialized skills, but the potential for creating educational tools that facilitate active and blended learning at all levels of education are virtually limitless.
Students in an environmental studies-based writing seminar at Haverford College recently completed a digital humanities project—Broken Treaties, Forgotten Archives: Philadelphia Quakers, Allegany Senecas, and the Fight for Sacred Grounds—through Haverford’s Special Collections that focuses on the politics of water, environmental justice, and Indigenous rights. In this first-year seminar taught by John Hyland, a Postdoctoral Fellow in Haverford’s Writing Program, “Ecological Imaginaries: Identity, Violence, and the Environment,” students interrogated how imaginings of the environment are inseparable from issues of social justice. They spent significant time studying the Theodore Brinton Hetzel Papers, a Haverford alumnus who, along with other Philadelphia Quakers, served on the Friends Kinzua Dam Project in the 1950s and 1960s, a project that collaborated with the Seneca Nation of Indians in a fight to stop the construction of a 179-foot dam on the Allegheny River in Warren, Pennsylvania. The dam, which was completed in 1964, flooded out the sacred grounds of the Seneca Nation, dispossessing them of lands that had been granted to them in 1794 by the U.S. Government.
On designing the assignment, Hyland says,
By preparing little-known historical documents for a broader online audience, students learned how to think critically about questions of literacy in a digital environment for the liberal arts. This project’s shift toward an online audience pushed students to consider how their work would be received beyond classroom, and they quickly felt that much more was at stake in their writing than the completion of a seminar assignment.
With generous support from Haverford’s library staff, including Sarah Horowitz and Michael Zarafonetis, students prepared a selection of materials from the archive for digital platforms and curated a public exhibition in order to tell this story of a fight for Indigenous rights, sacredness, and environmental justice. Through this multimodal project, students composed different genres of writing and learned about the rhetorical contexts for digital platforms. They completed annotations using Neatline, constructed a timeline, and composed labels to accompany and introduce the archival items while also producing prospectuses, annotated bibliographies, and articles. In completing this project, students sought to provide a historical perspective on current events such as the current fight to stop the Dakota Access Pipeline at the Standing Rock Reservation in North Dakota. By the project’s close, students possessed a nuanced appreciation for the ways that archives illuminate contemporary moments.
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.
Starting in the fall of 2016, faculty at Bryn Mawr and seven partner liberal arts colleges (including LACOL member Vassar College) are field-testing faculty-authored online learning modules they have developed and refined over the past two years as part of the Blended, Just-in-Time Math Fundamentals program. Led by Bryn Mawr professor of physics, Elizabeth McCormack, the Math Fundamentals program tackles math review for students enrolled in introductory STEM (science, technology, engineering and math) courses. It is designed as a scalable, affordable method for helping students who are interested in STEM fields and generally college-ready in math, but who have areas of weakness or lack experience with applied mathematics, to build skills and confidence needed to thrive in introductory STEM courses.
For example, a student taking introductory physics will need to draw on trigonometry in order to solve certain types of vector problems. While most students encounter trigonometry at some point in high school math courses, the timing, breadth and depth of that exposure can vary considerably. To help these students, physics, chemistry and calculus professors at Allegheny, Bryn Mawr, Franklin & Marshall, Grinnell, Lafayette, Mills, Smith, St. Olaf, and Vassar colleges have worked with instructional designers to develop a “sandwich” approach to math review. Each module starts with a worked example of a canonical course problem — such as resolving vectors in introductory physics. This example identifies the fundamental math skills needed to solve the problem and provides links to online, interactive self-assessment and practice resources. According to the project manager Jennifer Spohrer, Manager of Educational Technology Services at Bryn Mawr:
These resources give students individualized feedback on their mastery of math fundamentals. Meanwhile, faculty, academic support staff, and peer tutors can review students’ work to provide additional assistance to those who need it. Students then solve a “do-it-yourself” version of the original problem to practice applying those skills in context.
Through four pivotal online media platforms, Wikipedia, Twitter, Facebook, and WordPress, Professor Alice Lesnick, Director of the Bi-College Education Program, has invited her students at Bryn Mawr and Haverford to critically engage with these tools in order to understand how they play important, complex, and contested roles in education within and beyond classroom contexts. For each online media platform, a different guest speaker in Lesnick’s Education, Technology, and Society course spent time working with groups on learning one platform and applying this platform into the context of their field placement. For example, students who worked with high school students in a Philadelphia charter school read the Wikipedia entry on charter schools in order think about what needs to be added or changed. Prof. Lesnick noted:
The purpose of this project is to have students think more critically and creatively about their consumption and experience of online media so that they will become better decision makers and have the digital literacy to understand usability as well as the complexities behind these tools.
Bryn Mawr College Tech Talk: Education in the Age of Social Media