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 »
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?
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:
« Read the rest of this entry »
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.
October 22, 2014 § 1 Comment
Today, I’m presenting at Temple University Center for Humanities as part of their Digital Humanities in Practice series. More information is here: http://www.cla.temple.edu/chat/activities/index.html#davis This post includes links, references, and slides for my talk. « Read the rest of this entry »
January 22, 2014 § Leave a comment
This afternoon I’m teaching a workshop called “Using Disruption to Stay on Course (for Liberal Education)” at the annual meeting of the Association of American Colleges and Universities (AAC&U). I’ve posted materials for this workshop to my blog, linked from the page called Using Disruption. My basic premise for the workshop is that, although technological changes are disrupting higher education, colleges and universities can find ways to adapt these disruptions to the service of liberal education. In the workshop I’ll share some models of colleges who have done just that, ask the participants to reflect on disruption at their own campus, set up breakout discussions of individual disruptions in the context of liberal education, and then we’ll work as a group to develop some recommendations. « Read the rest of this entry »
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 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 »
January 30, 2013 § Leave a comment
Originally posted January 29, 2013 at AAC&U’s Liberal.education Nation, http://blog.aacu.org/index.php/2013/01/29/heds-up-sessions-why-we-fight/
Friday morning at the 2013 AAC&U Annual Meeting, I attended a series of HEDs Up presentations, a format inspired by TED talks. I’ve found these to be a refreshing break from most conference papers—even those at AAC&U, which are often more interactive than other conferences—because they are designed to be engaging and entertaining. The brief time limit—just ten minutes—means that speakers must focus on one core message. This format offers the chance to communicate your beliefs about issues that really matter to you, your core ideas, your big questions. « Read the rest of this entry »