| Liberal Arts Remote Lecture Exchange LACOL is hosting a Liberal Arts Lecture/Lesson Exchange. This concept was proposed by faculty at our member schools and is starting to roll out as a response to remote teaching needs.The exchange is open to the liberal arts community. Consider contributing! Liberal Arts Remote Lecture Exchange Post to the exchange: http://bit.ly/lac-remote-lesson-form View the list: http://bit.ly/lac-remote-lesson-exchange |
Dates/Time for Live Sessions:
Sign Up: CLOSED
Handouts and Demo Gallery: http://bit.ly/lac-teach-webinar-report
Remote Teaching Tips: http://bit.ly/lacol-teach-online
This LACOL webinar shares hands-on practice with five experienced liberal arts teachers from Swarthmore College, Vassar College, Williams College, and Washington and Lee University. This team regularly collaborates to deliver online/hybrid classes for the liberal arts.
Description: Many liberal arts colleges are asking faculty to consider how they move their teaching online as part of emergency preparedness in the face of COVID-19 or other disruptions to regular classroom teaching. Tips and guides are circulating, and faculty get lots of support from their local IT and teaching and learning centers. (more…)
Professors Sunka Simon and Matthew Miller teach Intermediate German as an intensive language class that meets four days a week on campus at Swarthmore College and Colgate University respectively. The curriculum is built to enhance the four language skills (oral, aural, reading and writing composition) through a combination of up-to-date, authentic print and audio-visual geo-political and cultural material to move students from A2 to B1 level proficiency within the span of one semester. Both classes work from a textbook (e.g. Stationen) that integrates Landeskunde (learning about the specificities of German-speaking regions and cities) with B1-level grammar and vocabulary lessons.
We carved out the potential of holding a synchronous class together once a week as a joint web conference. Asynchronously, cross-college teams of students will prepare didacticized assignments consisting of blog-posts, a discussion forum and Zoom video-conferencing tools utilizing newly acquired linguistic concepts to react to consecutive weekly episodes of German-language original dramas such as Dark, Skylines, Dogs of Berlin or Berlin Babylon. To further link the students in their studies, we will bring everyone together for a face-to-face event at Swarthmore in mid-October. The semester will culminate with a virtual symposium and/or video-essay student presentations.
On the benefits of linking courses across two campuses, Professor Simon notes:
Our linked class creates a broader cohort of language learners. We are “in it together.”
As the course wraps up, digital student projects will be shared with the LACOL language community, including web-published symposium papers and final video essays.
(more…)
Dann Hurlbert, Carleton College’s Media & Design Specialist and long-time friend of LACOL, shares three new video guides, drawing on the popular textbook e-Learning and the Science of Instruction by by Ruth Covlin Clark & Richard E. Mayer. Visit Carleton Academic Technology blog for more tips from Dann and the Carleton ATS team: https://blogs.carleton.edu/academictechnology.
Video 1: Making Video Work Well
In this short video, one of three in a series on the textbook, ELearning and the Science of Instruction by Ruth Covlin Clark & Richard E. Mayer, Dann Hurlbert digs into how these important concepts should impact instructional video production. The book is an in-depth, research-based look into best practices surrounding using audio and visuals in e-learning. In this first video, Dann relays how best to use the dual channels (audio and visuals) to make his or her instructional videos more engaging and more effective. (See full post.)
Video 2: Talk is Cheap
In this short video, Dann Hurlbert digs into the textbook, ELearning and the Science of Instruction by Ruth Covlin Clark & Richard E. Mayer. This time, Dann relays why audio alone is often less effective online–and what simple steps an instructor can do to make his or her instructional content more engaging and more effective. (See full post.)
by Liz Evans
A new book, Small Teaching Online: Applying Learning Science in Online Classes, by F. Darby and J. Lang (Wiley 2019) caught my eye last June, initially via this IHE author interview. The timing of this discovery was perfect for me, since I was helping to support LACOL’s first fully online summer data science class. So many nuggets from this book prove to be right on target for LACOL’s various pedogogical explorations, I choose it as something to share with my awesome colleagues on the Haverford College Instructional Technology team as part of their summer 2019 Learn and Share discussion group. This short review highlights some of the authors’ ideas I found most thought provoking and potentially useful to anyone teaching in the classroom, online … or both!
Many faculty and designers may be familiar already with the phrase “small teaching” which was made famous in Prof. James Lang’s 2016 book, Small Teaching: Everyday Lessons From the Science of Learning. In a nutshell, Lang demonstrates how small, easily-managed teaching modifications – based on the neuroscience of how people learn – can have a positive impact for students. That is, small adjustments can make good teaching great.
Online professor and instructional designer Flower Darby worked with Lang to bring the small teaching concept into the online realm. The opportunities for discovery are rich because, as Darby notes, online learning is in its infancy.
The book recommendation is excellent – a lot of useful suggestions which would take years to figure out.
-Dr. Natalia Toporikova, Washington and Lee University; online data science instructor, summer 2019, 2020
by Mark Rush and Dick Kuettner
The gerrymandering controversy in American politics offers an ideal subject for a blended learning class that draws upon racial justice, electoral behavior, electoral reform, law, political science, data analysis, and the use of geographic information systems technology. We combined each of these themes into a class that entailed the practical application of GIS and data analysis skills to a contemporary public policy issue that animated the news as the U.S. Supreme Court prepared to issue its second gerrymandering decision in as many terms.
LACOL has been awarded an IUSE grant from National Science Foundation for a project titled, “Online modules for quantitative skill building: Exploring adaption and adoption across a consortium”. This three-year project will research the adaption and adoption of face-to-face and online pedagogies for teaching quantitative skills (QS) with the aim of improving understanding of best practices for the development of online modules to support students’ QS development.
The project proposal was developed by Melissa Eblen-Zayas and Janet Russell of Carleton College and Laura Muller and Jonathan Leamon of Williams College based lessons learned from the QLAB pilot project.
Additional information about the project, including details about the project advisory board, a needs assessment survey for faculty, and opportunities for faculty and staff to get involved, will be be shared later this summer and into the fall through the QS Working Group Forum.
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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 dhurlbert@carleton.edu
Session: Teaching Online in the Liberal Arts
Panelists:
Facilitator: Janet Russell, Director of Academic Technology, Carleton College
WATCH (Part I – Faculty Presentations – 30 min; Part II – Discussion – 30 min)
How is online teaching and learning relevant for small residential liberal arts colleges?
In this panel, three faculty members with hands-on experience teaching online tell their stories and engage in a dialogue with colleagues across the consortium. How might these insights help us build a vision for online teaching and learning that aligns with the core mission of our institutions?
Session: Teaching with Tech ⚡Lightning⚡ and (((Thunder))) Round
Date/Time: Thursday, May 31, NOON – 1:30pm (over lunch)
In the lightning round, LACOL faculty and staff will share an idea or demo – JUST FIVE MINUTES OR LESS – on a digital tool or teaching technique. Some presentations are flipped – see videos below – so that more time can be devoted to discussion – that’s the thunder.
| Long term Collaborative Class – Carleton & Addis Ababa U.
Deborah Gross, Professor of Chemistry, Carleton College Using video conferencing, chemistry students at Carleton College and Addis Ababa University are working together on projects, meeting together via video approximately once per week. This presentation shares the successes and challenges of teaching and learning in a globally connected classroom. |
| Highlighting Digital Tools for 3 Data Science Skills
Ella Foster-Molina, Social Sciences Quantitative Laboratory Associate, Swarthmore College The Social Sciences Quantitative Laboratory at Swarthmore College has developed a series of workshops designed to develop data analysis skills. These workshops rely heavily on a variety of digital tools to allow students to interact with, be amused by, and engage the theory behind data. This talk highlights a few digital tools used to teach: (1) theory building, (2) p-hacking, and (3) programming. All links included in the video can be found here. |
Session: Course Sharing Brainstorm
Date/Time: Friday, June 1, 1:30-2:50pm
Location: Weitz 235
Background Reading: Straw Models
Facilitators:
Sharing courses as a consortium can enhance curricular opportunities, lead to efficiency gains by combining expertise and curricular resources, and provide opportunities for our faculty and students to explore digitally-enhanced, collaborative modes for teaching and learning in the liberal arts.
Building on pilots and proofs of concept conducted in 2017, faculty and staff across the consortium worked together in the spring of 2018 to explore opportunities and a framework (processes and infrastructure) that could support strategic course sharing.
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.
Students will:
This is the third class from Davidson Now, a digital learning series from Davidson College on edX.org. (more…)
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.
Session 9: Adaptive Learning (and Adaptive Teaching) in a First Course in Applied Statistics
Speaker: Denny Garvis, Professor of Business Admin & Mgmt, The Williams School at Washington & Lee University
Date & Location: June 16 at Vassar College
This presentation serves as a practical follow-up to the Candace Thille keynote from LACOL 2016. Specifically, adaptive learning courseware originally developed in the Online Learning Initiative (OLI) at Carnegie Mellon University has been used in the Applied Statistics course in the Williams School at Washington and Lee since 2014. Pedagogical advantages, trade-offs in teaching, and student learning outcomes from using the OLI Statistical Reasoning courseware, now hosted by Stanford EdX, will be discussed.
Additional Resources:
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.