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 »
September 18, 2015 § Leave a comment
Today, I’m speaking at Smith College about how we can build liberal arts capacities in our emerging digital ecosystem, which is shaped by networks and driven by data. This ecosystem requires the same liberal arts capacities, but we need to develop and practice them in new contexts. I provide the slides from my talk below, as well as a list of references for the model assignments I am sharing. In addition, the reference section contains pointers to more examples and sources for pedagogical advice the method in question. « Read the rest of this entry »
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
Slides are here:
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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:
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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.
March 14, 2015 § Leave a comment
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.
January 23, 2015 § Leave a comment
Yesterday 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?