January 19, 2018 § Leave a comment
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:
High-Impact Educational Practices in the Online Classroom?
In 2014, 28% of students took a distance course, with the majority of those (67%) attending public institutions and 35% at public two-year institutions. While online learning promises to improve access, it often seems incompatible with high-impact practices (HIPs) that benefit low income and underserved students. Panelists, drawing on personal experience teaching online and the Council of Independent Colleges (CIC) Online Humanities Consortia, Open Learning: A Connectivist MOOC for Faculty Collaboratives in the state of Virginia, and Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, will discuss opportunities and strategies for HIPs, including writing-intensive courses, collaborative assignments, undergraduate research, diversity/global learning, service learning, and capstone courses, in an online setting. Small groups will explore models, discuss challenges of implementation, and consider institutional strategies to address those challenges.
Rebecca Davis, Director of Instructional and Emerging Technology, St. Edward’s University; Steve Greenlaw, Professor of Economics, University of Mary Washington; Gretchen McKay, Chair of the Department of Art and Art History, McDaniel College
Online learning promises to improve access to higher education. In 2014, 28% of students took at least one distance course. Of that number 67% attended public institutions, and 35% were at public 2-year institutions (Allen et al., 2016; Fox 2017). Low-income and underserved students, however, may struggle in online courses due to technical difficulties, social distance, lack of structure, and lack of student supports (Jaggers, 2010). Furthermore, high-impact practices (HIPs) that have been proven to benefit student learning through engagement–with greater gains seen by underserved students–often seem incompatible with online delivery (Kuh, 2008; Finley & McNair, 2013). In the stereotypical online course, students read from an online text, take machine-graded quizzes and exams, and possibly “participate” in a discussion board with which the instructor may or may not interact. This session will focus on ways to transform the online classroom with high-impact practices to promote student engagement and build student agency, preparing students to flourish as they strive for the American Dream.
Three panelists representing three institutions (private Baccalaureate, public and private Masters), three roles (faculty, center for teaching and learning, instructional technology), and three disciplines (art history, economics, and general education capstone) will share models for HIPs in the online classroom. Panelists will draw on personal experience teaching online and for the Council of Independent Colleges (CIC) Online Humanities Consortia and Open Learning: A Connectivist MOOC for Faculty Collaboratives in the state of Virginia, as well as Digital Pedagogy in the Humanities: Concepts, Models, and Experiments (under contract with MLA, forthcoming 2018), a curated collection of 600 pedagogical artifacts for humanities scholars interested in the intersections of digital technologies with teaching and learning.
First, panelists will discuss opportunities, challenges, and strategies for the following HIPs in an online setting:
- Writing-Intensive Courses
- Collaborative Assignments and Projects
- Undergraduate Research
- Diversity/Global Learning
- Service Learning, Community-Based Learning
- Capstone Courses and Projects
Next, they will engage the audience in small group discussions of implementing HIPs online at their own institutions. Each group will consider an assigned example, discuss challenges of implementation, and consider institutional strategies to address those challenges.
Outcomes will include:
- Recognizing the feasibility and appropriate use of high-impact practices in an online setting;
- Recognizing effective assignment design for online settings
- Understanding the challenges of combining online learning and high-impact practices;
- Developing institutional strategies for supporting these innovative pedagogies.
Allen, E., Seaman, J., Poulin, J., & Straut, T. T. (2016). Online report card: Tracking online education in the United States. Needham, MA: Babson Survey Research Group and Quahog Research Group.
Finley, A. P., & McNair, T. (2013). Assessing underserved students’ engagement in high-impact practices.
Fox, H. L. (2017). What Motivates Community College Students to Enroll Online and Why It Matters (No. Issue 19). College of Education at Illinois: Office of Community College Research and Leadership.
Jaggers, Shanna Smith . (2011). Online Learning: Does It Help Low-Income and Underprepared Students? (CCRC ASSESSMENT OF EVIDENCE SERIES No. CCRC Working Paper No. 26). New York: Community College Research Center Teachers College, Columbia University. Retrieved from http://ccrc.tc.columbia.edu/publications/online-learning-low-income-underprepared.html
Kuh, G. D., Schneider, C. G., & Association of American Colleges and Universities. (2008). High-impact educational practices: what they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
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:
- Data Guru
- Learning Master
Below are the results of those discussions. « Read the rest of this entry »
July 13, 2017 § Leave a comment
Today, I led another session at AAC&U’s Institute for Integrative Learning and Signature Work. Here are slides, a description, and references. See also my last post which gives instructions and links for the activity we did in that session: Activity: Community-Engaged Signature Work in the Digital Ecosystem
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 do we integrate liberal education and authentic learning experiences with our digitally-networked context? What does community-engagement look like in a virtual community? In this session participants will consider case-studies of technology-enhanced community-engaged learning drawn from Digital Pedagogy in the Humanities: Concepts, Models, and Experiments (co-edited by the session leader) with a focus on digital pedagogy keywords such as, Community, Digital-Divides, Fieldwork, Public, Race, and Social Justice. Participants will develop a curriculum that scaffolds self-directed digitally-augmented problem-solving from introductory to capstone level courses. Participants will explore innovative pedagogies, interrogate effective models for integrating authentic learning opportunities shaped by digital tools and resources at all levels, and work collaboratively to develop a toolkit and to-do list for encouraging this type of learning on their own campus. « Read the rest of this entry »
July 13, 2017 § Leave a comment
Today, I’m leading a session at AAC&U’s Institute for Integrative Learning and Signature Work that highlights examples of community-engaged signature work many of which are drawn from Digital Pedagogy in the Humanities: Models, Concepts, and Experiments, especially the keywords, Community, Digital Divides, Fieldwork, Online, Public, Race, and Social Justice. This post gives directions for one of the breakout activities we’ll do in this session. « Read the rest of this entry »
July 12, 2017 § Leave a comment
Today, I led a session at AAC&U’s Institute for Integrative Learning and Signature Work that focused on what new roles or identities faculty play as they advance integrative and applied learning in the emerging digital ecosystem. I began with a tweet from the Institute Opening plenary that points to one new role–Academic Spotter–playing of the role of a spotter in weightlifting. Below are the description, slides, and references from that session. Later, I’ll post the inventory of challenges associated with three of those identities, as well as strategies to address them that session participants developed. « Read the rest of this entry »
May 5, 2017 § Leave a comment
Today I’m at Walsh University presenting a keynote and leading a workshop to help prepare faculty for the new digital media requirement in their general education curriculum. Every student has to take one class with a digital media designation. In order to qualify, a class has to have a digital media (“digitized content that can be transmitted over the internet or computer networks . . . can include text, audio, video, and graphics”) project that takes more than 10 hours of work, can be shared online, involves meaningful skills, and involves creativity and working beyond typical (consumer) use of the tool.
« Read the rest of this entry »
January 27, 2017 § Leave a comment
Below is the slightly revised text with added citations of my presentation for the panel, “Curating Digital Pedagogy in the Humanities,” delivered January 5, 2017 at the Annual Convention of the Modern Language Association. The corresponding slides are available via slideshare.
Curating Digital Pedagogy with a Purpose
This evening, I want to focus on how the practice of digital pedagogy might help us achieve the broader goals of liberal education. What are the goals of liberal education? The Association of American Colleges and Universities, which represents nearly 1400 colleges and universities has issued a challenge that calls for undergraduate liberal education today to prepare students to solve unscripted problems—these are problems where the “right answer” is still unknown and where any answer may be actively contested (LEAP Challenge: Education for a World of Unstructured Problems).
In 2014 I served on an AAC&U working group (General Education Maps and Markers or GEMSs) that considered this challenge in the context of digital culture. In this world, we learn, and we take action through networks. Creation and publication is easy, and we have ready access to data driven by algorithms that personalize information for users and inform human judgment (Bass & Eynon, Open and Integrative). Our emerging digital ecosystem means that, increasingly, students will tackle these unscripted problems with digital data and tools—students must be able to partner with technology to analyze, transfer and apply learning, and integrate methods and knowledge from multiple domains to solve problems. Our group found that agency was a key ability that college curricula should intentionally develop. By agency I mean ensuring that students actively participate in defining, developing, and reflecting on their personal and educational goals and the ways to achieve them. You might compare Carol Dweck’s concept of growth mindset (The Power of Believing That You Can Improve).
Let me illustrate how the practice of digital pedagogy might develop agency in digital culture by pointing to a few of the pedagogical artifacts gathered by our curators for the project, Digital Pedagogy in the Humanities: Concepts, Models, and Experiments (ed. Davis, Gold, Harris & Sayers).
For the keyword, “Annotation”, Paul Schacht points to a sample student conversation using social book, which allows users to highlight and comment on texts, share their annotations with a group, and even like them on Facebook. Schacht observes that annotation as a practice is not new, but digital affordances have sped it up and amplified the social aspects. Such annotation moves the humanities practice of reading and writing as a dialogue into the context of digital culture.
My second example goes further in moving humanities scholarship into digital culture. For the keyword, “Gaming”, Amanda Phillips curated a Talkthrough of Bioshock’s Fort Frolic. Essentially this is a YouTube video that repurposes the popular genre of the “let’s play” video for an academic purpose of analyzing the game. This model builds on the well-developed agency of YouTubers, which is enabled by low barriers to creation and publication. It transforms this genre—typically used to demonstrate game play and display engaging banter—to develop sophisticated analysis and repurposes participatory culture for humanities scholarship.
For the keyword, “Remix”, Kim Middleton shares the syllabus of Julie Levin Russo on the “Art of Remix” which similarly transplants humanities teaching into participatory culture. Collaborative student remix projects engage students in social creation and production for humanities learning. Russo also situates humanities teaching in remix culture by citing the syllabi and assignments that she has remixed to create this course. While she demystifies the mastery of the humanities instructor, she constructs her authority in remix culture by acknowledging her sources and demonstrating how remix can lead to a new creation. This model of reuse with citation should also inspire all of us to put a CC license on our course materials to make sharing and acknowledgement easier.
Finally, Maha Bali and Mia Zamora share the Peeragogy Handbook for the keyword, “Network”. This crowdsourced manual offers models and instructions for anyone who wants to learn with peers and without an instructor. The book itself can be commented on using the social annotation tool, Hypothesis and even forked and adapted using the software versioning tool, GitHub. While this manual enables the ultimate student agency by replacing the instructor with peers, humanities instructors might also apply these methods to let students co-create just one assignment.
Assignments like these let students repeatedly practice learning in networks, working with data, and solving authentic, unscripted problems. This mentored practice and intentional arc of learning are differentiators for the formal education we provide in institutions of higher education. In building student agency, all of these examples break down traditional academic structures by destabilizing the instructor’s authority, moving learning outside the classroom (physical or online in a Learning Management System), surfacing and sharing our teaching and research practices, moving the humanities beyond the ivory tower, and asking both our students and us as instructors to engage in our digital culture.
Bali, Maha and Mia Zamora. “Network.” Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. Ed. Davis, Gold, Harris and Sayers. https://github.com/curateteaching/digitalpedagogy/blob/master/keywords/network.md
Bass, Randy, and Bret Eynon. Open and Integrative: Designing Liberal Education for the New Digital Ecosystem. Association of American Colleges and Universities, 2016. https://secure.aacu.org/store/detail.aspx?id=GMSDIG
Dweck, Carol. The Power of Believing That You Can Improve. TED Talks. December 17, 2014. https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve
The LEAP Challenge: Education for a World of Unscripted Problems. Association of American Colleges and Universities. 2015. http://www.aacu.org/sites/default/files/files/LEAP/LEAPChallengeBrochure.pdf
Middleton, Kim. “Remix.” Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. Ed. Davis, Gold, Harris and Sayers. https://github.com/curateteaching/digitalpedagogy/blob/master/keywords/remix.md
The Peeragogy Handbook. Corneli, J. et al. eds. 3rd ed. Chicago, IL./Somerville, MA.: PubDomEd/Pierce Press, 2016. Downloaded from http://peeragogy.org.
Phillips, Amanda. “Gaming.” Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. Ed. Davis, Gold, Harris and Sayers. https://github.com/curateteaching/digitalpedagogy/blob/master/keywords/gaming.md
Russo, Julie Levin. “Copy This Class (The Art of the Remix).” http://j-l-r.org/wp-content/uploads/remix-syllabus-final.pdf.
Schacht, Paul. “Annotation.” Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. Ed. Davis, Gold, Harris and Sayers. https://github.com/curateteaching/digitalpedagogy/blob/master/keywords/annotation.md
Social Book. Cited in Stein, Bob. “Social Book in Action.” Blog post. 18 August 2013. Web. 17 September 2015. http://futureofthebook.org/blog/2013/08/18/socialbook-in-action/
Zhu, Lily and Casey Sloan. Talkthroughs: Bioshock’s Fort Frolic. https://youtu.be/3h7iHD-lI0g
January 5, 2017 § Leave a comment
Add your definition of “digital pedagogy” to this google form, https://goo.gl/forms/siBf9036aPBufXE73, then please join me, two of my co-editors, and two curators for a panel at the MLA Annual Convention tonight.
Thursday, 5 January 155. Curating Digital Pedagogy in the Humanities 7:00–8:15 p.m., Franklin 3, Philadelphia Marriott A special session
Presiding: Katherine D. Harris, San José State Univ.
Speakers: Lauren Coats, Louisiana State Univ., Baton Rouge; Anne Cong-Huyen, Whittier Coll.; Rebecca Davis, St. Edward’s Univ.; Matthew K. Gold, Graduate Center, City Univ. of New York; Elizabeth Mathews Losh, Coll. of William and Mary
Respondent: Zach Whalen, Univ. of Mary Washington
This session addresses the shifting definitions of digital pedagogy by focusing on some of the important practices that help define it. Each participant presents sample teaching materials related to a particular aspect of digital pedagogy before discussing how open digital publishing has revolutionized pedagogy through broad sharing, reusing, and hacking of digital assignments.
keywords: digital pedagogy, digital humanities, pedagogy
Full abstracts are available at our github site: https://github.com/curateteaching/digitalpedagogy/blob/master/MLA2017.md
And my slides are here:
January 4, 2017 § Leave a comment
Originally posted October 19, 2016 on AAC&U’s LEAP Blog, http://aacu.org/leap/liberal-education-nation-blog/liberal-education-new-game-your-smartphone
Faculty members face a conundrum—how can they engage students who are absorbed in their smartphones? According to our most recent Freshman Technology Survey at St. Edward’s University, 99 percent of incoming freshmen will be bringing a smartphone to campus, and according to the Pew Research Center, 72 percent of American adults report owning a smartphone. So, what are our students doing on these ubiquitous devices? Texting friends, checking in on social media, and, since July, playing Pokémon Go, which this summer peaked around 25 million daily active users according to GameSpot. Even if you haven’t played it, I suspect students on your campus are. The game tracks physical activity like walking and turns it into movement through the game. Players earn points by finding and capturing Pokémon, pick up needed supplies at PokéStops, which are virtual locations mapped onto physical geography, and automatically track achievements in their Pokédex. The game’s huge popularity stems from the existing Pokémon culture, which emerged in the mid-1990s, meaning that many of today’s college students can’t remember a time when there weren’t Pokémon. « Read the rest of this entry »
October 14, 2016 § Leave a comment
Yesterday and today I’ve been at the University of North Texas as part of their Critical Digital Pedagogy faculty mentoring community. Last night, I gave a talk I’ve delivered multiple times, “Designing for Agency in the Emerging Digital Ecosystem”. I include a link to the slides and works cited below. This morning I am teaching a workshop on Digital Liberal Arts with the goal that participants will construct their own assignment. These events are important precursors the the institution wide-engagement needed to transform the curriculum and intentionally multiple high-impact assignments that gives students repeated practice partnering with technology to solve unstructured problems (complex problems to which there is not a clear answer). « Read the rest of this entry »