liberal education unbound
TRANSCRIPT
LIBERAL EDUCATION UNBOUND: The Life of Signature Student Work in the Emerging Digital Learning Environment
Jennifer Ebbeler, Associate Professor of Classics, University of Texas at Austin
Rebecca Frost Davis, Director of Instructional and Emerging Technology, St. Edward’s University
Randy Bass, Vice Provost for Education, Georgetown University
The University in the Emerging Digital Environment
In the new landscape, there are only two dimensions of educa6on that will be unique to universi6es:
Mentored learning
The arc of learning
The Life Cycle of Signature Student Work
Designing Learning
Experiences for Signature
Work
Creating Signature Work in the
Emerging Digital Learning
Ecosystem
Integrating Signature Work into the Arc of
Learning Jen Ebbeler
Associate Professor of Classics
Univ of Texas at Austin
Rebecca Frost Davis St. Edwards University
Randy Bass Georgetown University
The Life Cycle of Signature Student Work
Designing Learning
Experiences for Signature
Work
Creating Signature Work in the
Emerging Digital Learning Ecosystem
Integrating Signature Work into the Arc of
Learning Jen Ebbeler
Associate Professor of Classics
Univ of Texas at Austin
Rebecca Frost Davis St. Edwards University
Randy Bass Georgetown University
Designing Learning Experiences for Signature Work
• A paradigm shift, enabled by digital resources and access
Sage on StageàGuide on the SideàTeams of domain specialists, defined roles
Collaborative Course Design
• Faculty Lead++ ▫ Project Manager and/or Course Coordinator ▫ Technologist(s): LMS + software engineers ▫ Content creators � Graphic design, audio, video, game design ▫ assessment specialist ▫ instructional designer (?)
Self Regulated Learning • Structured Course “Content”: delivery vs elucidation ▫ Socratic Method, with variation
� Place for Recorded Lecture? Podcasts? • Multimedia: graphic, audio, video, text, simulations,
other interactive games • Low-stakes, frequent assessment ▫ Automated feedback
• Some summative assessment • Click answers vs written responses ▫ Grading written work and the limits of scale
• Structure: frequent deadlines, graded work • Careful attention to orienting students to digital
learning ecosystem
Course Instructor as Mentor • Constructing Presence ▫ “Introduce” self via email; video at start of course ▫ Responsive to email, discussion board posts ▫ Office hours (real or virtual) ▫ Some synchronous options: review sessions;
interviews with experts, etc. ▫ Boundaries around availability
• Civility and Respect ▫ Shared online space=Classroom; short leash
• Workload: MUCH more work than f2f
Shared Resources: Lost Opportunities?
• Within accredited institutions or systems? ▫ UT System
• Between accredited institutions and/or systems? ▫ Unizin
• Between educational institutions and for-profit/not for profit corporations?
• Between accredited 4 yr and 2yr institutions? • Between accredited post-secondary and
secondary institutions? ▫ Dual credit
The Life Cycle of Signature Student Work
Designing Learning
Experiences for Signature
Work
Creating Signature Work in the
Emerging Digital Learning Ecosystem
Integrating Signature Work into the Arc of
Learning Jen Ebbeler
Associate Professor of Classics
Univ of Texas at Austin
Rebecca Frost Davis St. Edwards University
Randy Bass Georgetown University
Where and from whom do you as a professional learn outside of the formal classroom or conference session?
Tweet your answers to #libedunbound and #aacu15
Digital Pedagogy in the Humanities: Concepts, Models, and Experiments
• General Editors ▫ Rebecca Frost Davis, St. Edward's University ▫ Matthew K. Gold, City Tech & Graduate Center,
City University of New York ▫ Katherine D. Harris, San José State University ▫ Jentery Sayers, University of Victoria
• https://github.com/curateteaching/ • #curateteaching
Playing with Text Analysis
http://rebeccafrostdavis.wordpress.com/2013/11/12/reflections-on-a-text-analysis-assignment/
Scaffolded Curriculum
Using Digital Tools & Resources
Contributing to Digital Tools & Resources
Producing Digital Tools & Resources
Situating the Global Environment
• Lewis & Clark College • https://sge.lclark.edu/ • Jim Proctor,
“Situated Social Learning” • Interdisciplinary
environmental research • Situated research ▫ Local focus on global issues
Social learning • Document research process • Share research resources • Share references • Aggregate projects on blog ▫ Maps ▫ Tags ▫ Concept maps ▫ Mashups
http
://w
ww
.thi
rdw
ay.o
rg/
publ
icat
ions
/714
Frank Levy, and
Richard Murnane. Dancing with Robots: Human Skills for Computerized Work. third way, 2013. http://www.thirdway.org/publications/714.
Digitally-Informed General Education
• Practice building learning networks & learning in the ecosystem
• Dissolving boundaries of the course • Digitally-augmented problem solving—
repeatedly. • Dancing with Robots
The Life Cycle of Signature Student Work
Designing Learning
Experiences for Signature
Work
Creating Signature Work in the
Emerging Digital Learning Ecosystem
Integrating Signature Work into the Arc of
Learning Jen Ebbeler
Associate Professor of Classics
Univ of Texas at Austin
Rebecca Frost Davis St. Edwards University
Randy Bass Georgetown University
futures.georgetown.edu/forma2on/
Forma6on results from inten6onal integra6on and meaning-‐making within the learner It is achieved through an ongoing and unfolding process of experience, reflec6on, development and discernment, Forma6on is ul6mately about how one embodies knowledge, skills, disposi6ons, and values—and expresses them in the world through ac6on.
Signature Work is about forma2on.
Formal undergraduate curriculum
Experien6al co-‐curriculum
Experien6al co-‐curriculum
Experien6al co-‐curriculum
Study abroad Undergraduate research
Community-‐based learning
First-‐year Seminars
Wri2ng-‐intensive Capstone courses
Collabora2ve Assignments
High-‐impact Prac2ces mapped
Student Affairs Advising
Internships
Formal undergraduate curriculum
Experien6al co-‐curriculum
Experien6al co-‐curriculum
Experien6al co-‐curriculum
Accountable talk and thinking
Meet challenges to perspec6ves and belief, take risks, operate outside comfort zone
Get (and give) frequent and meaningful feedback
Make daily decisions – judgment in uncertainty
NEW ECOLOGY OF LEARNING
What makes High Impact Prac2ces high impact?
Invest 6me and effort (6me on task)
Opportunity to integrate, synthesize, make meaning
“Connected learning is realized when a young person pursues a personal interest or passion with the support of friends and caring adults, and in turn is able to link this learning to academic achievement, career possibili6es and civic engagement.”
Mimi Ito, et. al. Connected Learning: an agenda for research and design
Connected Learning is … interest-‐driven unscripted peer-‐supported
produc6on-‐centered shared purpose openly networked
“the Possibility of the Open
Web”
“Signature Work in the emerging digital learning environment.”
Connec2on Empowerment Purpose Agency Impact
ePorViolio help ins6tu6ons address priori6es and meet challenges they didn’t know they had thirty years ago.
“ePorVolio is rare among innova6ons in that they are not really replacing anything.” (Trent Batson)
ePorVolios or Learning PorVolio Prac6ces
Na2ve to the emerging learning ecosystem
Connect to Learning • FIPSE Funded na6onal project, led by LaGuardia’s Making Connec6ons Na6onal Resource Center
• Partnership w/ AAEEBL, Trent & Judy Batson • Bret Eynon, Director • Judit Torok, Co-‐director • Laura Gambino, Research Director • Mikhail Valen6n, Web Design • Randy Bass & Helen Chen Senior Research Scholars
What Difference does ePorPolio Make? C2L evidence supports 3 preliminary claims
Sophis6cated ePorVolio ini6a6ves:
1. Advance Student Learning & Success 2. Make Student Learning Visible 3. Catalyze Ins6tu6onal Change
How does ePorPolio Shape the Student Learning Experience?
C2L Core Survey • Conducted on mul6ple C2L campuses across three semesters: Fall 2011, Spring 2012, Fall 2012 (Spring 2013 pending) n=6,729
• Goal: to build a common data set that can help us bejer understand the contours of the ePorVolio-‐enhanced student learning experience
Building my ePorPolio Agree/ Strongly Agree
Helped me make connec6ons between ideas 75.6%
Helped me think more deeply about course content 64.4% Allowed me to be more aware of my growth & development as a learner
69.3%
My (ePorPolio-‐enhanced) course engaged me in… Quite a Bit/ Very Much
Synthesizing & organizing ideas, informa6on or experiences in new ways
83.1%
Applying theories or concepts to prac6cal problems or in new situa6ons
77.2%
My course contributed to my knowledge, skills and personal development in understanding myself
78.6%
Claim #2: ePor<olio Ini>a>ves Make Student Learning Visible
ePorPolio ini2a2ves support reflec2on, social pedagogy, and deep learning.
Helping students reflect on and connect their learning across academic and co-‐curricular learning experiences, sophis6cated ePorVolio prac6ces transform the student learning experience. Advancing higher order thinking and integra6ve learning, the connec6ve ePorVolio helps students construct purposeful iden66es as learners.
Making Learning Visible to Others
ePorPolio as a Social Pedagogy
• Feedback, Peer Cri6ques • External Audiences – Family, Professionals, Experts in the field
• Collabora6ng on Shared Projects
• Construc6ng Sustained Knowledge Communi6es
Building my ePorPolio helped me to make connec2ons between ideas…
37.6
82.3
49.1
89.2
0
20
40
60
80
100
Low Instructor Feedback
High Instructor Feedback
Low Student Feedback
High Student Feedback
% Agree/Strongly
Building my ePorPolio Agree/ Strongly Agree
Allowed me to be more aware of my growth & development as a learner 69.3%
Helped me make connec6ons between ideas 75.6%
“Through my ePorVolio I learned how to express myself as a hard working student. Being a shy girl was always an issue for me. This ePorVolio helped me to see a new me… the poten6al I have as a student and what I want to accomplish in my life.” Rezwana Islam
In a recentered curriculum, what might a student-‐centered integra6ve space look like?
Student Dashboard: What would you consider metrics of your learning and progress other than GPA?
Formal undergraduate curriculum
Experien6al co-‐curriculum
Experien6al co-‐curriculum
Experien6al co-‐curriculum
Accountable talk and thinking
Meet challenges to perspec6ves and belief, take risks, operate outside comfort zone
Get (and give) frequent and meaningful feedback
Make daily decisions – judgment in uncertainty
NEW ECOLOGY OF LEARNING
What makes High Impact Prac2ces high impact?
Invest 6me and effort (6me on task)
Opportunity to integrate, synthesize, make meaning
High impact integra2ve curriculum
Founda2onal Knowledge Some generic and interchangeable Some ins6tu6onally-‐dis6nc6ve exper6se
Local and Iden2ty-‐specific
Urban sesng Community-‐based
Mentor-‐based Residen6al, Diverse
Liberal Educa2on and the future recentered Curriculum
Contribu2on to a knowledge community Unstructured complex problems Authen6c work Interdisciplinary Inquiry Social learning
Self-‐authorship
Reflec2on and sense-‐making
Students learn on an arc that moves them inward and
outward
Opportuni6es for integra6ng theory and prac6ce, connec6ng disparate learning
experiences
Formal learning Informal learning
Integra2on of
Signature Work
Integra2on of
Signature Work
Narra2ve, Reflec2on, Connec2ons
Showcasing work, online presence
Integra2ng analy2cs of learning, achievement, well-‐being
Connec2ng individual purpose to larger communi2es
The Life Cycle of Signature Student Work
Designing Learning
Experiences for Signature
Work
Creating Signature Work in the
Emerging Digital Learning Ecosystem
Integrating Signature Work into the Arc of
Learning
The Life Cycle of Signature Student Work
Designing Learning Experiences for Signature Work
Crea2ng Signature Work in the Emerging Digital Learning Ecosystem
Integra2ng Signature Work into the Arc of Learning Jen Ebbeler
Associate Professor of Classics
Univ of Texas at Aus2n
Rebecca Frost Davis St. Edwards University
Randy Bass Georgetown University