Engaged Learning in Digital Culture, Susquehanna Univers

August 26, 2015 § Leave a comment

This morning, I am speaking at Susquehanna University as part of their workshop on “Digital Tools for Liberal Arts Pedagogy”.

Engaged Learning in Digital Culture

How do we engage learners in the context of our globally-networked, data-driven, participatory digital culture?  Not by moving the lecture hall online.  Instead, we must create a curriculum that builds our students’ abilities to apply their learning to complex problems in the context of that culture.  Students must practice analyzing, transferring, and integrating their learning using digital data, tools, and approaches to solve unscripted problems. This talk will present a vision for a liberal arts curriculum that scaffolds self-directed, digitally-augmented problem-solving from introductory to capstone level courses.

Slides are here:


Digital Culture

Cheryl Faux. (2015, February 27). Generation Z: Connected From Birth. Retrieved from http://www.jbchicago.com/generation-z-connected-from-birth/

General Education Maps and Markers (GEMs): http://www.aacu.org/gems

General Education Maps and Markers: Designing Meaningful Pathways to Student Achievement.” Association of American Colleges and Universities (AAC&U), 2014.

Waze App: https://www.waze.com/

Minecraft: https://minecraft.net/

Stampylonghead: https://www.youtube.com/user/stampylonghead

The Diamond Minecart: https://www.youtube.com/user/TheDiamondMinecart

Minecraft Videos

Eddie Makuch. “Minecraft Passes 100 Million Registered Users, 14.3 Million Sales on PC.” GameSpot, February 26,2014.http://www.gamespot.com/articles/minecraft-passes-100-million-registered-users-14-3-million-sales-on-pc/1100-6417972/.

Digital culture and learning

Jenkins, Henry. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Cambridge, MA: MIT Press, 2009. http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF.

Frank Levy, and Richard Murnane. Dancing with Robots: Human Skills for Computerized Work. third way, 2013. http://www.thirdway.org/publications/714.
The LEAP Challenge: Education for a World of Unscripted Problems. (2015). Association of American Colleges and Universities (AAC&U). Retrieved from http://www.aacu.org/sites/default/files/files/LEAP/LEAPChallengeBrochure.pdf

Signature Work: Collaborative Digital Scholarship Projects

Century America | Campus, Community, and the Great War. (2015). Retrieved from http://centuryamerica.org/

No Man’s Land | Kirksville, Missouri & the Great War. (2015). Retrieved fromhttp://truman.centuryamerica.org/

Jeff McClurken. (April 4, 2015). Public. In Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, & Jentery Sayers (Eds.), Digital Pedagogy in the Humanities: Concepts, Models, and Experiments (unpublished draft). Retrieved fromhttps://github.com/curateteaching/digitalpedagogy

Scaffolding the Digital Curriculum

Social Annotation

Classroom Salon: http://www.classroomsalon.com/

Lebow, D. G..; Lick, D. W. & Hartman, H. J. (2003/2004). HyLighter and Interactive Annotation: New Technology to Develop Higher-Order Thinking Skills. Inquiry: Critical Thinking Across the Curriculum, XXIII (1 & 2 ) 69-79. https://www.academia.edu/7907843/Lebow_D._G.._Lick_D._W._and_Hartman_H._J._2003_2004_._HyLighter_and_Interactive_Annotation_New_Technology_to_Develop_Higher-Order_Thinking_Skills._Inquiry_Critical_Thinking_Across_the_Curriculum_XXIII_1_and_2_69-79

Crowdsourcing Data Collection

Rebecca Frost Davis. “Experiential Learning at Wild Basin.” Instructional Technology, March 18, 2014.http://sites.stedwards.edu/instructionaltechnology/2014/03/18/experiential-learning-at-wild-basin/.

Computer-Assisted Text Analysis

Text Analysis: Rebecca Frost Davis. “Reflections on a Text Analysis Assignment.” Rebecca Frost Davis: Liberal Education in a Networked World, November 12, 2013. https://rebeccafrostdavis.wordpress.com/2013/11/12/reflections-on-a-text-analysis-assignment/.

FitBits and Analyzing Personal Data

Mike Wasserman, Assistant Professor, Environmental Science & Policy, “Incorporating Personal Health Devices Into Environmental Science and Global Studies Courses in Angers, France: Understanding the Influence of Culture and Environment on Human Health” http://think.stedwards.edu/tltr/2015-tltr-pilot-projects


FemTechNet: http://femtechnet.newschool.edu/ and Wikistorming: http://femtechnet.newschool.edu/wikistorming/

New Faculty Roles in the Emerging Digital Ecosystem (discussion results & resources)

July 27, 2015 § Leave a comment

Discussion Results: Old Faculty Roles

Discussion Results: Old Faculty Roles

On July 16 I led an interactive discussion session on “New Faculty Roles in the Emerging Digital Ecosystem” at the AAC&U Institute for Integrative Learning and the Departments. This post contains the slides I used, discussions results, and some brief bibliography.

Session Description

If all information is available online and the best professors are giving their lectures away for free, do we really need so many faculty members?  This questioning provides an important opportunity to redefine the faculty role in a way that advances the goals of liberal education.  Rather than merely being repositories of content knowledge, faculty must help students progress along the path to mastering life-long learning. Terminal degrees indicate not only content expertise, but also the transferable learning skills of a master-learner, including synthesis, analysis, evaluation, and creativity. The key faculty roles, then, are mentoring and modeling learning, collaborating with students as they build learning networks, and helping students learn to self-evaluate as they develop the agency to become life-long learners.  This session will explore alternate models for understanding the faculty role drawn from digital learning models and strategies for promoting that role at the individual, departmental, and institutional level.
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Open Peer Review of New Resource for Digital Pedagogy Ends August 3

July 24, 2015 § Leave a comment

I’m excited to report that the first batch of keywords from our digital pedagogy project is now in open peer review.  Read on for details.

Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, is a dynamic open-access collection currently in development on MLA Commons. The editors invite your participation in the open peer review of this collection.
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Designing for Agency in the Emerging Digital Ecosystem

July 15, 2015 § Leave a comment

Slides for my concurrent session, Designing for Agency in the Emerging Digital Ecosystem, at the AAC&U Institute for Integrative Learning and the Departments.

Learning Ecosystem Responses

I asked participants to define both their professional and personal learning ecosystems.  Here are word clouds of their answers.  Note that people (colleagues, friends, students, etc.) play a large role in both professional and personal learning.

Where and from whom do you, as a professional, learn outside of the formal classroom, keynote, workshop or conference session?

word cloud of responses « Read the rest of this entry »

Engaged Learning in Digital Culture

July 15, 2015 § Leave a comment

This morning at AAC&U’s Institute for Integrative Learning and the Departments, I’m giving a brief tech talk that defines the emerging digital ecosystem and gives examples of how we might integrate engaged learning into that ecosystem.  Here are the slides:

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Engaging Undergraduates with Collaborative Digital Scholarship Projects

June 19, 2015 § 2 Comments

On Friday, June 19, 2015 I’m presenting a plenary talk on “Engaging Undergraduates with Collaborative Digital Scholarship Projects” at the New American Colleges and Universities 2015 Summer Institute and Chairs Workshop.  This talk argues for intercampus collaborative digital scholarship projects as signature work in the emerging digital ecosystem, then lays out a scaffolded curriculum to develop that work, then finally examines the changes in faculty roles this type of work requires. Slides and references are below.



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TXDHC2015: Digital Pedagogy in the Humanities: Concepts, Models, and Experiments

April 10, 2015 § Leave a comment

Today, I’m presenting on our project, Digital Pedagogy in the Humanities: Concepts, Models, and Experiments at the 2015 Texas Digital Humanities Conference. You can read the abstract here: https://conferences.tdl.org/uta/index.php/txdhc/txdhc2015/paper/view/42

And here are the slides:

For more on the project as well as they keywords and artifacts cited, please see our github repository: https://github.com/curateteaching/digitalpedagogy

Liberal Education in the Emerging Digital Ecosystem, Slides and References

March 20, 2015 § Leave a comment

Today I’m celebrating the first day of Spring at Moravian College in Bethlehem, PA.  We’re expecting snow, and I’ll be talking about Liberal Education in the Emerging Digital Ecosystem.



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Liberal Education in the Emerging Digital Ecosystem

March 14, 2015 § Leave a comment

21st century learning ecosystem

Image designed by St. Edward’s University graphic design students.

On Friday, March 20 I’ll be at Moravian College speaking about “Liberal Education in the Emerging Digital Ecosystem.” This talk builds on work I did with the GEMs project of AAC&U.  I was a member of the digital working group.   I last presented on this work with Randy Bass and Jen Ebbeler at the AAC&U 2015 Annual Meeting.

My talk also builds on our work at St. Edward’s University to create a 21st century learning ecosystem.  We are creating life-long learners, so we must prepare them to learn in the environment in which they will live, work, and solve problems.  This means preparing them for a global, digital world of constant change.  Our vision for the learning ecosystem is not just a set of technologies. It is also a framework for technology use and application and an approach to learning. Creation of the 21st century learning ecosystem requires both the creation and constant reinvention of a technology infrastructure as well as a change in culture of the university.  It means breaking down the boundaries between the classroom, the university, and the world.  In the 21st century learning ecosystem, learning is networked, ubiquitous (cloud-based), digital and face-to-face, formal and informal, heterogeneous, hybrid, high-touch, authentic, and accessible.

Here’s the description I’ve developed for this talk:

How does the emerging digital environment shape teaching and learning in the 21st century? What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in this context? The future of liberal education depends upon an integrative vision of digitally-informed learning that is not merely digital content delivery but rather is reshaped in the same ways that digital learning has already fundamentally changed our culture.  This talk will present a vision for implementing liberal education in the emerging digital ecosystem through a curriculum that scaffolds digital engagement from introductory to capstone level courses.

Where and from Whom Do You Learn?

January 23, 2015 § Leave a comment

Word Cloud of where and from whom do you leanYesterday during our panel, “Liberal Education Unbound: The Life of Signature Student Work in the Emerging Digital Learning Environment” I asked an audience participation question intended to illustrate what we mean by the emerging digital learning ecosystem.  I asked those tweeting to identify themselves, then asked everyone to think about a question and share their answers to be tweeted to the hashtag #libedunbound.  The question was

Where and from whom do you as a professional learn outside of the formal classroom or conference session?

To the right is a word cloud of the answers.  You can see the original tweets in this storify: https://storify.com/FrostDavis/where-and-from-whom-do-you-learn  Both illustrate that the emerging learning ecosystem is both digital and physical, formal and informal, ubiquitous and networked.  What are the implications for how we teach?


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