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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

Liberal Education Unbound

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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. Edwards 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 StageGuide on the SideTeams 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 Jos 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

  • 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

  • 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, reec6on, development and discernment, Forma6on is ul6mately about how one embodies knowledge, skills, disposi6ons, and valuesand 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 Aairs 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 eort (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 didnt 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 LaGuardias 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 Dierence 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: ePora>ves Make Student Learning Visible

    ePorPolio ini2a2ves support reec2on, social pedagogy, and deep learning.

    Helping students reect 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 eld

    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

  • 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 eort (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-specic

    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

    Reec2on 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, Reec2on, 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