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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


Designing Learning


Work


Emerging Digital Learning Ecosystem







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


Designing Learning


Work









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

Critical Reading through Social Annotation

Citizen Science

•  iNaturalist app: http://www.inaturalist.org/

Wild Basin Biodiversity

Playing with Text Analysis

http://rebeccafrostdavis.wordpress.com/2013/11/12/reflections-on-a-text-analysis-assignment/

Wikistorming & Networked Learning

18 Global Digital Classroom

Learning Ecosystem

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

Course

Ongoing faculty project

Team-Teaching

Intercampus Collaboration

Community Engagement

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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


Designing Learning


Work









Signature Work is not about the work.

Connec2on Empowerment Purpose Agency Impact

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



Study abroad Undergraduate research

Community-‐based learning

First-‐year Seminars

Wri2ng-‐intensive Capstone courses

Collabora2ve Assignments

High-‐impact Prac2ces mapped

Student Affairs Advising

Internships





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

University of Mary Washington

Learning Analy6cs

Adap6ve Learning

Intelligent tutors

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?

What could a student-‐determined dashboard look like?

R. Ferguson, S. Buckingham Shum, 2012





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


Designing Learning


Work




Learning


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


Univ of Texas at Aus2n

