February 25, 2013 § 2 Comments
Originally posted February 25, 2013 at AAC&U’s Liberal.education Nation, http://blog.aacu.org/index.php/2013/02/25/technology-and-liberal-education-yes-and
The theme of this year’s [AAC&U] annual meeting, “Innovations, Efficiencies, and Disruptions—To What Ends?,” includes rapid technological advancement in the list of challenges facing higher education today. This advancement offers alternative delivery methods that promise to lower costs but also require substantial investment in infrastructure. It promises to enhance learning both in and out of the classroom. At the same time, new digital methodologies are changing the face of the disciplines and reshaping academic practice. Our students face a world in which knowledge is created and shared by both amateurs and professionals, in multiple media, across digital networks, spanning domains and communities. Living, working, and civically engaging in this context is materially different than it was fifty years ago. In particular, the change in agency in this participatory culturechallenges existing professional expertise by democratizing the creation of knowledge. At the same time, the openness and dissemination enabled by digital networks threatens the traditional model of higher education—content experts passing knowledge in a controlled setting down to their students—by having one expert sharing expertise with everyone’s students. Combined with alternative methods of credentialing, such as badges, competencies, or prior learning assessments, these developments put pressure on one of the core elements of the higher education business model. « Read the rest of this entry »
February 22, 2013 § 3 Comments
Yesterday Coursera announced that it would have courses available in four languages; in addition to English, it now has courses in French, Spanish, Chinese and Italian. Does this mean Massive Open Online Courses (MOOCs) could provide a global learning opportunity for students in the United States, and if so, how might that work? « Read the rest of this entry »
February 20, 2013 § 1 Comment
This morning at the Austin College Digital Humanities Colloquium I’ll be doing a talk entitled, “Digital Pedagogy Keywords.” This talk both thinks about how we define digital pedagogy through essential terms and unveils a new collaborative project, the “Digital Pedagogy Reader and Toolkit” that Matt Gold, Kathy Harris, and Jentery Sayers are proposing. My slides are here:
If you are interested in contributing to this project or have an idea for a keyword, let us know.
February 7, 2013 § Leave a comment
Today, I am leading a session at Trinity University’s Collaborative for Learning and teaching on learning outcomes for a globally networked world. Here is the description:
Digital technologies and the Internet have changed the context for civic, work, and personal life, forcing the production and exchange of knowledge into an increasingly public, global, collaborative, and networked space, and increasing capacity to tackle complex questions across disciplines. How do we prepare students to be lifelong learners who are adaptive, networked and engaged citizens in this context? While the essential learning outcomes of liberal education promise to prepare students for ever-changing contexts, should we consider additional learning outcomes for the liberally educated student? In this workshop, we will debate literacies and skills required for today’s knowledge ecosystem, critique proposals for learning outcomes that reflect these new abilities, and formulate essential learning outcomes for liberal education in a globally networked world.
Finally, here is some relevant bibliography: « Read the rest of this entry »
February 1, 2013 § Leave a comment
In my experience one of the key appeals of digital humanities at small liberal arts colleges is the opportunity for undergraduates to do applied, authentic research in the humanities. Last week at the annual meeting of the Association of American Colleges and Universities (AAC&U), I had the pleasure of being part of a panel (with Daniel Chamberlain, Jeff McClurken, and Jim Proctor) showcasing undergraduate research using digital tools and methodologies both in the digital humanities and beyond. I had actually titled the panel, “Undergraduates as Public Digital Scholars” in hopes of attracting the attention of those interested in undergraduate research, one of the high impact practices for liberal education advocated by AAC&U. « Read the rest of this entry »