Franklin Pierce: Educating Problem-Solvers for Our Emerging Digital Ecosystem

October 30, 2020 § Leave a comment

I’m speaking to the IDEAL faculty cohort at Franklin Pierce University this afternoon. Here is an abstract of the talk:

Educating Problem-Solvers for Our Emerging Digital Ecosystem

What skills, abilities, and habits of mind do today’s graduates need to navigate and solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon a model of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building an integrated curriculum that fosters self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.

Slides

References

Anne Fisher. “Are You Ready for the Rise of ‘Hybrid’ Jobs?” Fortune, Mar. 2019, http://fortune.com/2019/03/21/hybrid-jobs-purple-squirrels/.

Austin Travis County COVID-19 Public Dashboard. https://austin.maps.arcgis.com/apps/opsdashboard/index.html#/39e4f8d4acb0433baae6d15a931fa984. Accessed 30 Oct. 2020.

Ayers, Edward L. “Does Digital Scholarship Have a Future?” EDUCAUSE Review, vol. 48, no. 4, Aug. 2013, http://er.educause.edu/articles/2013/8/does-digital-scholarship-have-a-future.

Bass, Randy, and Bret Eynon. Open and Integrative: Designing Liberal Education for the New Digital Ecosystem. Association of American Colleges and Universities, 16 June 2016, https://www.aacu.org/publications-research/publications/open-and-integrative-designing-liberal-education-new-digital.

Chang, Jonas, and Kodey Springate. About the Authors – McDonald Territory, 2017, http://divided.coplacdigital.org/truman/about-the-project/about-the-authors/. Accessed 3 Sept. 2018.

—. “About The Project – McDonald Territory.” McDonald Territory, 2017, http://divided.coplacdigital.org/truman/about-the-project/.

—. McDonald Territory – Seeking Recognition in Twentieth Century Missouri. 2017, http://divided.coplacdigital.org/truman/.

—. COPLACDigital: Digital Liberal Arts and the Power of a Consortium. https://www.aacu.org/AM18/Resources. 2018 Annual Meeting of the Association of American Colleges and Universities, Washington  D.C.

COVID-19 Dashboard | St. Edward’s University in Austin, Texas. https://www.stedwards.edu/healthy-hilltop/covid-19-dashboard. Accessed 30 Oct. 2020.

Davis, Rebecca Frost. “Reflections on a Text Analysis Assignment.” Rebecca Frost Davis: Liberal Education in a Networked World, https://rebeccafrostdavis.wordpress.com/. Accessed 11 Dec. 2013.

Davis, Rebecca Frost, Matthew K. Gold, and Katherine D. Harris. “Curating Digital Pedagogy in the Humanities.” Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, Modern Language Association, 2020, https://digitalpedagogy.hcommons.org/introduction/.

Davis, Rebecca Frost, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, editors. Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. Modern Language Association, 2020, https://digitalpedagogy.hcommons.org/.

Dunn, Mary B. “Early Career Developmental Networks and Professionals’ Knowledge Creation.” Journal of Management, Apr. 2017, p. 0149206317702218. SAGE Journals, doi:10.1177/0149206317702218.

—. “Using Social Network Analysis in the Classroom: An Experiential Activity and Tool to Enhance a Sense of Community.” Management Teaching Review, Sept. 2018, p. 2379298118796600. SAGE Journals, doi:10.1177/2379298118796600.

Hypothesis, https://web.hypothes.is/. Accessed 30 Oct. 2020.

Espinosa, Robert. Travis County Clerk – Wait Time Map. https://countyclerk.traviscountytx.gov/elections/wait-time-map.html. Accessed 30 Oct. 2020.

Farman, Jason. “Digital Diversity Syllabus.” Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, Modern Language Association, 2020, https://digitalpedagogy.hcommons.org/keyword/Digital%20Divides#digital-diversity-syllabus.

“The GEMS Design Principles for General Education.” General Education Maps and Markers: Designing Meaningful Pathways to Student Achievement, AAC&U, 2015, https://www.aacu.org/sites/default/files/files/gems/gmsge_p3_designprinciples_flier.pdf.

“General Education Maps and Markers (GEMs).” Association of American Colleges & Universities, 26 Nov. 2013, https://www.aacu.org/gems.

Grandjean, Martin. “A Social Network Analysis of Twitter: Mapping the Digital Humanities Community.” Cogent Arts & Humanities, vol. 3, no. 1, Apr. 2016, doi:10.1080/23311983.2016.1171458.

“INaturalist.” INaturalist, https://www.inaturalist.org/. Accessed 30 Oct. 2020.

Jenkins, Henry. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. MIT Press, 2009, https://mitpress.mit.edu/books/confronting-challenges-participatory-culture.

Kalir, Remi. An Annotation Flash Mob Invitation. 24 Apr. 2016, https://gamesandlearning.wordpress.com/2016/04/24/an-annotation-flash-mob-invitation/.

Levy, Frank, and Richard Murnane. Dancing with Robots: Human Skills for Computerized Work. third way, 2013, http://www.thirdway.org/publications/714.

Lorenz, Taylor, et al. “TikTok Teens and K-Pop Stans Say They Sank Trump Rally.” The New York Times, 14 Sept. 2020. NYTimes.com, https://www.nytimes.com/2020/06/21/style/tiktok-trump-rally-tulsa.html.

Markow, Will, et al. New Foundational Skills of the Digital Economy. Burning Glass Technologies & Business-Higher Education Forum, 2018, https://www.burning-glass.com/research-project/new-foundational-skills/.

“Observations.” Wild Basin Biodiversity Project. INaturalist, https://www.inaturalist.org/observations?project_id=1382. Accessed 30 Oct. 2020.

@SaeedDiCaprio. “Hurt CoPain on Twitter.” Twitter, 1 June 2020, https://twitter.com/SaeedDiCaprio/status/1267505059333627904.

Taub, Lora. Department of Media and Communication Storymapping Project. http://storymapping.blogs.muhlenberg.edu/. Accessed 19 Mar. 2015.

“TikTok.” Wikipedia, 25 Oct. 2020. Wikipedia, https://en.wikipedia.org/w/index.php?title=TikTok&oldid=985388440.

Wasserman, Michael. Incorporating Personal Health Devices Into Environmental Science and Global Studies Courses in Angers, France: Understanding the Influence of Culture and Environment on Human Health. 2015, http://sites.stedwards.edu/tltr/pilot-projects/2015-pilot-projects/.

“Wikistorming.” Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, Modern Language Association, 2020, https://digitalpedagogy.hcommons.org/keyword/Affect#wikistorming.

My Remarks for Mark Up the Margin 2020

June 12, 2020 § Leave a comment

Screenshot of annotation in hypothesis

Workshop Participants Annotating

This morning I joined the AnnotatED community sponsored by the Hypothes.is social annotation tool for a pre-conference workshop called “Mark Up the Margin” before the OLC Innovate conference. We also engaged in a live group annotation of “The Historical Amnesia of Ed Tech” the introduction to OLC Innovate 2020 keynoter Martin Weller‘s book 25 Years of Ed Tech (seen at the left). In this post, I am sharing my remarks on my experiences so far with the St. Edward’s University pilot of the new Hypothes.is Canvas plug-in, as well as the directions for one of my annotation assignments. « Read the rest of this entry »

Digital Pedagogy in the Humanities is now available in beta form

April 18, 2020 § Leave a comment

homepage for Digital Pedagogy in the HumaniteisDigital Pedagogy in the Humanities has emerged on its Modern Language Association (MLA) platform in a beta form and is being corrected live through June 2020. In light of the widespread move to online education at most universities due to the COVID-19 pandemic, both the MLA staff and editors Davis, Gold, and Harris agreed that opening up the project in its post-peer review, copyedited state would be beneficial for everyone. Please join us in welcoming this long-standing project (begun back in 2012) in its final platform into the world: Digital Pedagogy in the Humanities

Thanks to my fellow editors, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers for collaborating on creating and developing this project and to the 84 curators and 891 artifact creators for sharing their pedagogy with the world!

Seton Hall University: Educating Problem-Solvers for Our Emerging Digital Ecosystem

April 12, 2019 § 1 Comment

Friday, April 12, 2019 I had the pleasure of speaking and leading a workshop at Seton Hall University.  Although I covered a topic I have done in previous presentations, e.g., last year at Endicott College, I integrated new material, including new examples from Digital Pedagogy in the Humanities (forthcoming from MLA in 2019!) as well as from recent conferences, and the report on New Foundational Skills for the Digital Economy.  See below for the description, slides, and references.

Description

What skills, abilities, and habits of mind do today’s graduates need to navigate and solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum . The future of higher education depends upon a model of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building an integrated curriculum that fosters self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.

Slides

References

(in order of appearance)

Emerging Digital Ecosystem

Brenda Adrian, Ling-Hui Chen, Rebecca Davis, Loren Gamez, Joana Trimble Gándara, Laura Lucas, Tate Seroczynski. 2018 Freshman Technology Survey Infographics. Austin, TX: St. Edward’s University. 2018. Available here: http://sites.stedwards.edu/instructionaltechnology/2018/08/23/are-incoming-freshmen-digital-learners/

Rebecca Frost Davis. “Are Incoming Freshmen Digital Learners?” Instructional Technology, 23 Aug. 2018, http://sites.stedwards.edu/instructionaltechnology/2018/08/23/are-incoming-freshmen-digital-learners/.

Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, eds. Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, 2017. https://github.com/curateteaching/digitalpedagogy

Grandjean, Martin. “A Social Network Analysis of Twitter: Mapping the Digital Humanities Community.” Cogent Arts & Humanities, vol. 3, no. 1, Apr. 2016, doi:10.1080/23311983.2016.1171458.

Minecraft: https://minecraft.net/

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/.

Gilbert, Ben. “‘Minecraft’ Is Still One of the Biggest Games in the World, with over 91 Million People Playing Monthly.” Business Insider, https://www.businessinsider.com/minecraft-has-74-million-monthly-players-2018-1. Accessed 11 Apr. 2019.

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.

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.

Bass, Randy, and Bret Eynon. “Open and Integrative: Designing Liberal Education for the New Digital Ecosystem.” Association of American Colleges and Universities, June 16, 2016. https://www.aacu.org/publications-research/publications/open-and-integrative-designing-liberal-education-new-digital.

Cheryl Faux. “Generation Z: Connected From Birth.” 27 February 2015. http://www.jbchicago.com/generation-z-connected-from-birth/

Frank Levy, and Richard Murnane. Dancing with Robots: Human Skills for Computerized Work. third way, 2013. http://www.thirdway.org/publications/714. See especially chart on p. 18.

Anne Fisher. “Are You Ready for the Rise of ‘Hybrid’ Jobs?” Fortune, Mar. 2019, http://fortune.com/2019/03/21/hybrid-jobs-purple-squirrels/.
Will Markow, et al. New Foundational Skills of the Digital Economy. Burning Glass Technologies & Bussiness-Higher Education Forum, 2018, https://www.burning-glass.com/research-project/new-foundational-skills/.

Signature Work

Hoy, Ariane, and Kathy Wolfe. “High-Impact Learning for Self and Society: Community-Engaged Signature Work.” Diversity & Democracy 19.4 (2016). https://www.aacu.org/diversitydemocracy/2016/fall/hoy

“COPLACDigital.” COPLACDigital, http://coplacdigital.org/. Accessed 4 Sept. 2018.
Matthews, Mary Beth, and Kenneth Owen. Divided Houses – Secession and Separatist Movements in American History. http://divided.coplacdigital.org/. Accessed 3 Sept. 2018.
Chang, Jonas, and Kodey Springate. “About The Project – McDonald Territory.” McDonald Territory, 2017, http://divided.coplacdigital.org/truman/about-the-project/.
—. McDonald Territory – Seeking Recognition in Twentieth Century Missouri. 2017, http://divided.coplacdigital.org/truman/.

Minecrafted History: https://github.com/shawngraham/hist3812a

Scaffolding the Digital Curriculum

Julie Sievers. “Scaffolding Learning In (and Across) A Course.” Innovation Fellowship. 2015. Retrieved September 18, 2015, from http://sites.stedwards.edu/innovationfellowship/scaffolding-learning-in-and-across-a-course/

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

Holden, Remi. “About that Annotation Flash Mob.” 27 April 2016. Accessed 1 May 2016. https://gamesandlearning.wordpress.com/2016/04/27/about-that-annotation-flash-mob/

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.

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/.

Voyant Tools: https://voyant-tools.org/

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://sites.stedwards.edu/tltr/pilot-projects/2015-pilot-projects/

Farman, Jason. Digital Diversity Syllabus.  http://www.jasonfarman.com/wsb3566636401/index.html

FemTechNet Wikistorming: https://femtechnet.org/docc/feminist-wiki-storming/

Storymapping at Muhlenberg: http://storymapping.blogs.muhlenberg.edu/

Educating Problem-Solvers for Our Emerging Digital Ecosystem

February 16, 2018 § 1 Comment

On Thursday, February 15, I spoke at Endicott College.  Here I share the description, slides, and references.

Description

What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon an integrative vision of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building a curriculum that develops self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.

Slides

« Read the rest of this entry »

Genesis of an Online General Education Capstone Course

February 12, 2018 § 1 Comment

On Friday, January 26, I presented at the annual meeting of the Association of American Colleges and Universities (AACU) along with Steve Greenlaw of Mary Washington University and Gretchen McKay of McDaniel College in a panel called, “High-Impact Educational Practices in the Online Classroom”. Mark Lieberman of Inside Higher Ed covered the session in an article, “Making an Impact in Online Courses”, published January 31, 2018. In another post, I include my section of the panel, including the introduction and my description of how I teach the general education Capstone course online at St. Edward’s University. In this post, let me clarify the genesis of the online version of this course.

Screenshot of Capstone Online welcome Video

Welcome Video for Fall 2017 Capstone online, created in Panopto

The other two panelists discussed courses of their own design, but I described my experience as an adjunct instructor teaching a course designed by other faculty. In instructional design, we call these other faculty members, subject matter experts or SMEs (pronounced “smees”). I think this is an interesting case to describe because, especially for online courses, the model of adjunct instructors teaching a course designed by full time faculty is common. At the same time, this practice is not just a result of online delivery. Any course required to be taken by all students is likely to depend on this model of faculty content owner, with other instructors (whether full time or adjunct) charged with teaching other sections of the course. The case of the Capstone Course at St. Edward’s University provides a useful illustration. « Read the rest of this entry »

My Script for High-Impact Educational Practices in the Online Classroom?

February 10, 2018 § 1 Comment

On Friday, January 26, I presented at the annual meeting of the Association of American Colleges and Universities (AACU) along with Steve Greenlaw of Mary Washington University and Gretchen McKay of McDaniel College in a panel called, “High-Impact Educational Practices in the Online Classroom”. Mark Lieberman of Inside Higher Ed covered the session in an article, “Making an Impact in Online Courses“, published January 31, 2018. In this post, I include my section of the panel, including the introduction and my description of how I teach the general education Capstone course online at St. Edward’s University. In another post, I will explain the genesis of the online version of this course.  Slides are available in a previous blogpost. « Read the rest of this entry »

Slides for High-Impact Educational Practices for the Online Classroom

January 26, 2018 § 2 Comments

 

See description and abstract in my previous blog post: High-Impact Educational Practices in the Online Classroom?

High-Impact Educational Practices in the Online Classroom?

January 19, 2018 § 2 Comments

On Friday, January 26, 2:45 – 4:00 pm in the Lafayette Park room, I’ll be co-presenting at the annual meeting of the Association of American Colleges and Universities (AACU) along with Steve Greenlaw of Mary Washington University and Gretchen McKay of McDaniel College.  Below is the  program listing along with the abstract we submitted for this session: « Read the rest of this entry »

Challenges and Strategies for Advancing New Faculty Roles

July 19, 2017 § Leave a comment

Last Wednesday (July 12), I led a session at AAC&U’s Institute for Integrative Learning and Signature Work called New Faculty Roles in the Emerging Digital Ecosystem that focused on what new roles or identities faculty play as they advance integrative and applied learning in the emerging digital ecosystem. In the second half of the session, I asked four breakout groups to pick one of the new roles we had discussed or a role they could foresee being surfaced by their projects.  Breakout groups listed barriers and discussed strategies they might pursue to address those barriers.  I also asked them to consider the roles of contingent faculty in particular.  The ultimate goal was a toolkit for redefining faculty roles on their own campus. Groups discussed the following roles:

  • Experimenter
  • Data Guru
  • Designer
  • Learning Master

Below are the results of those discussions. « Read the rest of this entry »