Download - Using Disruption to Stay on Course
Rebecca Frost Davis Director of Instructional and Emerging Technology
Using Disruption to Stay on Course
Liberal Education in a Networked World
• http://rebeccafrostdavis.wordpress.com • Slides• More examples
Disruption & Adaptation• Disruptions
– Massive Open Online Course (MOOC)– Big Data– Globally Networked World
• Liberal Arts Responses– Networked course– Open Learning Initiative– Situating the Global Environment
Massive Open Online Course
Image courtesy of Phil Hill
• Industrial (xMOOC)– Faculty expert– Homogeneous
Network– One perfect lecture(r)– Knowledge transfer
• Networked (cMOOC)– Peer learning– Heterogeneous
Network– Knowledge is situated– Knowledge production
Two Visions for MOOCs
Networked Courses
• Local classes in a Larger Network– Sunoikisis intercampus courses (ICCs) in advanced
Greek & Latin– FemTechNet: Distributed Online Collaborative Course
(DOCC)– History Harvest
• Aggregate Expertise• Share local resources• Share local perspective
Sunoikisis Network, Fall 2006
Big Data
Image courtesy of Min Lun Wu
Big Learning Data• Improve learning resources based on usage
data• How do small colleges achieve scale?• How do small colleges adapt resources to their
context?
Blended Learning in a Liberal Arts Setting
• Bryn Mawr College, NGLC grant-funded program
• “Using Blended Learning in a Liberal Arts Environment to Improve Developmental and Gatekeeper STEM Course Completion, Persistence, and College Completion”
• Open Learning Initiative modules• http://nextgenlearning.blogs.brynmawr.edu/
Open Learning Initiative (OLI)• Carnegie Mellon• Computer-based, interactive
tutorials and quizzes• Customized learning• Instant feedback
Outcomes• Student preparation = better student-faculty
interaction– Metacognition
• Assessment data for learning analytics• Mastery vs. grades
Challenges• Uneven availability of resources
– OLI had poor coverage of economics, biology, geology, chemistry, developmental math
• Start-up costs: time to find, evaluate, apply & integrate computer-based materials
• Doesn’t apply in every case, e.g., basic math skills
Creating Resources• Spohrer (Bryn Mawr) reports 50 hours• Collaborative Projects from ACS
– Analyzing and Creating Maps– Beyond the (Online) Handbook: Writing Resources D
esigned for the Digital Environment
Globally Networked World
Global Network by Flickr User WebWizzard
World is Flat• Global access to information & people• Creating citizens & workers for this context• Challenges
– Vs. residential liberal arts experience or immersive study abroad experience
– Developing skills in this context– Communicating across domains
• First-Year Seminars and Experiences
• Common Intellectual Experience
• Learning Communities• Writing-Intensive
Courses• Collaborative
Assignments and Projects
• Undergraduate Research• Diversity/Global
Learning• Service Learning,
Community-Based Learning
• Internships• Capstone Courses and
Projects
High Impact Practices (Kuh)
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
Globally Networked High Impact Practices
• Common intellectual experience– Reflecting on research
• Learning communities online• Collaborative projects• Undergraduate research• Global learning• Community-based learning• Documenting learning experiences