January 22, 2014 § Leave a comment
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 »
August 28, 2013 § Leave a comment
I created a storify to aggregate content, materials, and an archive of tweets from the 2013 Teaching Symposium at St. Edward’s University. You can see that storify here: http://storify.com/FrostDavis/2013-teaching-symposium-at-st-edward-s-university
May 28, 2013 § 5 Comments
Since I posted about the challenges of finding good materials to blended learning in Introductory Ancient Greek, last Friday, I’ve found a few more resources and information to share. I’d also like to suggest some partnerships to advance this work. « 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 »
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 »
March 9, 2012 § 1 Comment
On March 9, 2012, I led a webinar for the Associated Colleges of the South‘s (ACS) Blended Learning Initiative. I include the description and slides below:
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model–highly interactive, close work between students and faculty–into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
August 23, 2011 § Leave a comment
Originally posted on August 23, 2011 at NITLE’s Techne blog, http://blogs.nitle.org/2011/08/23/doing-it/
Lately I’ve been noticing an emphasis in higher education on doing and producing. You see it manifested at all academic levels—students learn through hands-on projects, faculty get evaluated based on productivity, universities boast of patents generated and parents want colleges to prepare their children to do something with their life (read “get a job”). « Read the rest of this entry »
March 17, 2011 § 1 Comment
December 1, 2010 § 1 Comment
Originally posted on December 1, 2010 at NITLE’s Techne blog, http://blogs.nitle.org/2010/12/01/learning-from-an-undergraduate-digital-humanities-project/
In our second installment of videos on Digital Humanities and the Undergrad, Jen Rajchel, an English Major at Bryn Mawr College explains what she learned from developing her online thesis project, Mooring Gaps: Marianne Moore’s Bryn Mawr Poetry. Rajchel’s comments demonstrate both the value of engaging students in authentic research and the benefits of moving beyond the parameters of print assignments.
For more on digital humanities for undergraduates, see our previous video on Digital Humanities and the Undergrad. Also, read our other posts about digital humanities and small liberal arts colleges.