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?
Picking up from last year’s wildly popular 2016 Tech Lightning Round at Haverford College, this year’s consortium-wide workshop LACOL2017 at Vassar College will feature THE RETURN OF THE LACOL LIGHTNING ROUND over lunch on Thursday, June 15.
2017 Lightning Round: The Lineup
Moderator: Steve Taylor, Director of Academic Computing Services, Vassar College
In the lightning round, LACOL faculty and staff are invited to share an idea for a short pitch – JUST FIVE MINUTES EACH – on a digital tool or technique you’re trying in your online/hybrid classroom.
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.
LACOL welcomed Dr. Bryan Alexander as a special guest and speaker at the consortium-wide workshop LACOL2017 held June 15-16 at Vassar College. Bryan is a highly regarded and exceptionally thoughtful futurist, researcher, writer, speaker, consultant, and teacher. He focuses in particular on how technology transforms education.
This blog channel is your gateway to Q-bits, online modules designed by our faculty to support students with quantitative skills and reasoning across the disciplines. In the posts below, you can find information and links to each Q-bit that is hosted in your campuses learning management system (LMS) for easy access.
⇒ Students, please leave us a comment about your experience using any of the Q-bits in the posts below. We invite your suggestions on how to improve current modules, or what other topics might be useful to you!
⇒ Faculty, for more information about using Q-bits with your students, we invite you to watch this short video: Q-bits Tutorial.
Q-bits available in Fall 2017:
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
Workshop Report: click here
Christopher M. Jones
Teaching Professor of French and Computer-Assisted Language Learning
Carnegie Mellon University
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:
On Monday, June 19th, join the Active & Engaged Reading and Effective Teaching & Learning working groups for an online meetup and discussion of Lacuna, a platform for digital annotation and social and collaborative reading developed at the Poetic Media Lab in the Center for Spatial and Textual Analysis at Stanford.
Several academic reading groups at Stanford and beyond are using Lacuna for collaborative reading and annotation. The development team is working on release version 3.0 which will include a more robust analytics dashboard for readers to reflect on what kinds of critical thinking are represented in their annotations. Join this meeting to learn more about the pedagogies and digital tools for reading.
Event: Web conference in Zoom
Title: Lacuna Conversation and Demo with Brian Johnsrud & Amir Eshel from the Stanford Poetic Media Lab
Audience: All LACOL members are welcome
Date: Monday, June 19
Time: 3:30-5pm Eastern
For details on how to join the web conference, contact Liz Evans
To assist our students with readiness for their quantitative work across the curriculum, LACOL’s Quantitative Skills working group is launching a multi-campus initiative, nicknamed QLAB. Through this collaboration, faculty and technologists are teaming up to build a shared framework for curating, implementing and assessing instructional modules for quantitative skills (QS) and quantitative reasoning (QR). The strategy draws on a body of research in higher education and experience at our institutions showing that online modules can be a beneficial component of an overall QS/QR support program.
According to project co-lead Melissa Eblen-Zayas, Associate Professor of Physics and Director of the Perlman Center for Learning and Teaching, Carleton College:
The QLAB project addresses a challenge that many of us are facing — we want all students to be successful regardless of their high school math preparation. Currently, each faculty member teaching a course that makes use of basic quantitative skills (QS) must find ways to support students with weak QS preparation. Rather than having faculty members develop all of their own support resources, this project will develop shared online modules – Qbits – that can be deployed for just-in-time review and skill-building in a number of disciplines.
Developing online resources that can be used in multiple contexts to help students strengthen their quantitative skills serves two purposes. First, by showing how these skills are relevant in various disciplinary contexts, students learn to view quantitative skills as fundamental and transferable skills that they can draw on in many areas of their liberal arts experience. Second, as a consortial effort, we will have more students using these modules in a variety of contexts so that we can collect meaningful data about the effectiveness of the various modules, and improve them accordingly.
Groundwork for the project was laid during the QS Framework Hack-a-thon held at Carleton College in January 2017. At that workshop, faculty and technologists created module prototypes and explored research questions based on the common needs and challenges the partner schools experience as small, residential liberal arts institutions.
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.
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.
- Baynard Bailey (Academic Computing Services, Vassar College)
- Ben Harwood (Instructional Technology, Skidmore College)
- 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
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…)
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.
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.
More details here: http://blendedlearning.blogs.
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!