What kinds of online education might be developed at liberal arts colleges? How can online courses, videoconferencing, “flipped classes” and other technologies affect teaching and learning at a small liberal arts college? Our Consortium is exploring these questions collaboratively, applying our intense dedication to quality undergraduate education to the effort of identifying those technologies that improve teaching and learning on our campuses.
The resources below have been recommended by faculty, librarians and academic technologists from across the LACOL network.
- Pedagogy in Action, SERC portal for educators, “part of the National Science Digital Library (NSDL) sponsored by the National Science Foundation.”
- JUNE, “an online journal for undergraduate neuroscience faculty that publishes peer-reviewed reports of innovations in undergraduate neuroscience education.”
- Science Education for New Civic Engagements and Responsibilities (SENCER), “applies the science of learning to the learning of science, all to expand civic capacity.”
- National Numeracy Network (NNN), “a network of individuals, institutions, and corporations united by the common goal of quantitative literacy for all citizens.”
- Carleton College Quantitative Inquiry, Reasoning, and Knowledge (QuIRK) resource page
- Journal of Online Learning (JOLT), “a peer-reviewed, open-access, online publication that aims to promote scholarship in the use of the Internet and web-based multimedia resources in higher education.”
- edtechteacher provides resources and workshops that help leverage technology to improve teaching and learning.
- The War on Learning, E. Losh, MIT Press, 2014
- “In this book, Elizabeth Losh examines current efforts to “reform” higher education by applying technological solutions to problems in teaching and learning. She finds that many of these initiatives fail because they treat education as a product rather than a process.”
- Faculty Development and Student Learning: Assessing the Connections, W. Condon, E. R. Iverson, C. Manduca, C. Rutz, G. Willett, Indiana University Press 2015
- Globally Networked Teaching in the Humanities: Theories and Practices, Edited by Alexandra Schultheis Moore, Sunka Simon, Routledge 2015
- Remaking College, Edited by Rebecca Chopp, Susan Frost, and Daniel H. Weiss, Johns Hopkins University Press 2013
- How We Think: Digital Media and Contemporary Technogenesis, N. K. Hayles, University of Chicago Press 2012
- The Pleasures of Reading in an Age of Distraction, A. Jacobs, Oxford University Press 2011
- The New Digital Storytelling. Alexander, B., Praeger, 2011. (new edition coming in 2016)
- Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, J. D Fink, Wiley 2013
- Teaching Naked, How Moving Technology Out of Your College Classroom Will Improve Student Learning, J. A. Bowen, Jossey-Bass 2012
Reports and Articles:
Chuang, I., Ho, A. D., HarvardX and MITx: Four Years of Open Online Courses — Fall 2012-Summer 2016 December 23, 2016
Dziuban, C., Picciano, A. The Evolution Continues: Considerations for the Future of Research in Online and Blended Learning ECAR Research Bulletin | June 17, 2015
Marcum, D. Can Online Courses Make Humanities Courses More Accessible in Small, Independent Colleges? Ithaka S+R, Oct 2015
Bradforth, S. E., et al., University learning: Improve undergraduate science education Nature 523, 282–284 (16 July 2015)
Tanner, K. D. (2011). Promoting Student Metacognition (Approaches to Biology Teaching and Learning) CBE Life Sci Educ vol. 11 no. 2 113-120
Could The Flipped Learning Model Be the Ticket to Increased Student Learning? The Edvocate, Dec 12, 2014
Goral, T. SPOCs may provide what MOOCs can’t University Business, July 2013
Rohr, L., E., Costello, J. and T. Hawkins (2015). Design Considerations for Integrating Twitter into an Online Course, International Review of Research in Open and Distributed Learning, Volume 16, No. 4.
Schneider, E. & Kizilcec, R. F. (2014). “Why did you enroll in this course?” Developing a Standardized Survey Question for Reasons to Enroll. Proceedings of the First ACM Conference on Learning at Scale, L@S’14, March 4-5, 2014, Atlanta, GA.
Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing Face in Video Instruction: Effects on Information Retention, Visual Attention, and Affect. Proceedings of the SIGCHI conference on human factors in computing systems, CHI’14. Toronto, Canada: ACM.
Williams, J.J., Kizilcec, R.F., Russell, D. M., & Klemmer, S. R. (2014). Learning Innovation at Scale. Proceedings of the SIGCHI conference on human factors in computing systems, CHI’14. Toronto, Canada: ACM.
Kizilcec, R. (2013). Collaborative Learning in Geographically Distributed and In-person Groups. Paper presented at the MOOCshop Workshop, International Conference on Artificial Intelligence in Education, Memphis, TN. (pdf)
Piech, C., Huang, J., Chen, Z., Do, C., Ng, A., & Koller, D. (2013). Tuned Models of Peer Assessment in MOOCs. Paper presented at the International Conference on Educational Data Mining, Memphis, TN. (pdf)
Schneider, E. (2013). Welcome to the Moocspace: A Proposed Taxonomy for Massive Open Online Courses. Paper presented at the MOOCshop Workshop, International Conference on Artificial Intelligence in Education, Memphis, TN. (pdf)