ePortfolios and the Liberal Arts

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My Secret Bahrain & Ohlala! June 2011

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Präsentation BerlinStartupInsights zum Entrepreneurship Summit 2013

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What Is Social Media

HAL

ΠΛΗ31 ΜΑΘΗΜΑ 1.4 - ΚΑΡΤΑ (ΕΚΤΥΠΩΣΗ)

ΠΛΗ31 ΜΑΘΗΜΑ 1.3 (ΕΚΤΥΠΩΣΗ)

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Monthly report functional - may 2013

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ΠΛΗ31 ΚΑΡΤΕΣ ΜΑΘΗΜΑΤΟΣ 1.2 (ΕΚΤΥΠΩΣΗ)

Startershandboek

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ΠΛΗ30 ΚΑΡΤΕΣ ΜΑΘΗΜΑΤΟΣ 4.1 (ΕΚΤΥΠΩΣΗ)

A.Θεωρία 1) Εκπαίδευση ΤΝΔ 1.1) Εισαγωγή 1.2) Μάθηση με Επίβλεψη 1.3) Μάθηση χωρίς Επίβλεψη 1.4) Μάθηση με Ενίσχυση 2) Εκπαίδευση ενός νευρώνα 2.1) Ο κανόνας μάθησης Δέλτα 2.2) Ο αλγόριθμος του κανόνα μάθησης δέλτα 2.3) Παράδειγμα εκπαίδευσης με τον κανόνα μάθησης δέλτα 2.4) Παρατηρήσεις Β.Ασκήσεις

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At a time of rapid, systemic change, decision-makers must be skilled at recognizing patterns that point to the future of higher education. Many resources exist that follow, describe, and analyze trends. One such resource is the NMC Horizon Report. The 2014 Higher Education Edition is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). For more than a decade, the NMC Horizon Project has been researching emerging technologies with the potential to affect teaching, learning, research, creative inquiry, and information management. How might you use this research to make the best possible strategic decisions to ensure mission-driven integration of pedagogy and technology? These NMC Horizon Report slides were used during an discussion led by NITLE Senior Fellow Bryan Alexander in which participants reviewed the Horizon Report, identified local patterns that supported or contradicted the projections described, and evaluated their potential impact for individual programs or institutions.

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NITLE Shared Academics: An Open Discussion of the 2014 Horizon Report

These slides were shared by Hal Haskell, Professor of Classics, Southwestern University, during two NITLE Shared Academics presentations. The first, "Intercampus Teaching, Networked Teaching," was held on June 4, 2013. He also provided background on the technologies used by Sunokisis, a national consortium of Classics programs, during "The Synchronous International Classroom: New Directions for Cost Control of Foreign Study Programs ," July 30, 2013.

Sunoikisis

Future trends survey results(1)

Find out how NITLE can be a resource for you in the coming year and how your institution’s involvement in the NITLE Network is making a difference for liberal education. NITLE’s executive director and staff members will share information about our 2013-2014 program agenda and introduce you to specific tools and resources that your institution can use to make the best possible strategic decisions about integrating pedagogy and technology.

NITLE Lines of Inquiry 2013-2014

Blow Up The Humanities with Toby Miller

Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, as they delve into new directions for digital collections. These slides are from Mark Christel's presentation.

NITLE Shared Academics: New Directions for Digital Collections by Mark Christel

Trina Marmarelli, Instructional Technology Manager, Reed College Since 2009, Reed College has been exploring the potential of e-reader and tablet technology to enhance teaching and learning. Our pilot studies of the Amazon Kindle DX and the Apple iPad as platforms for reading, annotating, and referring to scholarly texts have shown us that when quick and easy markup and navigation are possible, electronic texts facilitate both comprehension and discussion. I will discuss our studies’ findings and our current investigation of emerging e-text developments.

Electronic Texts and Learning: Findings from Two Studies

Networks provide educators in the liberal arts tradition with an excellent opportunity to incorporate technology and technical ideas into the arts and humanities curriculum. How can we incorporate networks and network thinking to foster multidisciplinary learning at the undergraduate level? Tom Lombardi, assistant professor of computing and information studies at Washington & Jefferson College explores this question and demonstrates the exciting role networks can play in liberal education. Hosted by NITLE Shared Academics.

NITLE Shared Academics: Networks and the Liberal Arts

While a number of professional organizations have produced valuable guidelines for evaluation of digital work, many colleges and universities have yet to establish clear protocols and practices for applying them. Alison Byerly, College Professor and former Provost and Executive Vice President at Middlebury College, who has co-led workshops on evaluating digital scholarship at the MLA convention, will review major issues to be considered in the evaluation of digital work, such as: presentation of medium-specific materials, documentation of multiple roles in collaborative work, changing forms of peer review, and identification of appropriate reviewers. She will then talk briefly about how these issues can best be approached from the perspective of the candidate who wishes to present his or her work effectively to review committees, as well as from the perspective of colleagues who wish to provide a well-informed evaluation of such work.

Evaluating Digital Scholarship, Alison Byerly

At a time of rapid, systemic change, liberal arts campuses must plan strategically for future success and sustainability. We also must prepare students to succeed in that open-ended future. Join this open discussion of future trends at liberal arts colleges led by NITLE Senior Fellow Bryan Alexander, futurist, researcher, writer, speaker, consultant, teacher, and author of Future Trends in Technology and Education, a monthly report that surveys recent developments in how education is changing, primarily under the impact of digital technologies.

NITLE Shared Academics: An Open Discussion of Future Trends

Jack Dougherty, Associate Professor of Educational Studies, Trinity College (CT); Daniel Chamberlain, Director, Center for Digital Learning + Research, Occidental College; Kristen Nawrotzki, Lecturer, University of Education, Heidelberg, Germany; Tim Burke, Professor of History, Swarthmore College As liberal arts institutions search for sustainable strategies to enhance learning in the digital age, individual scholars are also looking for new modes of communication amid rapid changes in the publishing industry, academic libraries, and intellectual practice. Our panel bridges these conversations with three NITLE-member collaborations featuring open-access scholarship: a journal on archival theory and practice (http://ArchiveJournal.net), a civil rights monograph (http://OnTheLine.trincoll.edu), and an open peer-reviewed edited volume, (http://WritingHistory.trincoll.edu).

Collaborations with Open-Access Scholarly Publications

FemTechNet is a network of international scholars and artists activated by Alexandra Juhasz and Anne Balsamo to design, implement, and teach the first DOCC (Distributed Online Collaborative Course), a feminist rethinking of the MOOC. The course, Feminist Dialogues on Technology, will be offered in fifteen classrooms, at least one in every continent, in the Fall of 2013. This project uses technology to enable interdisciplinary and international conversation while privileging situated diversity and networked agency. Building the course on a shared set of recorded dialogues with the world’s preeminent thinkers and artists who consider technology through a feminist lens, the rest of the course will be built, and customized for the network’s local classrooms and communities, by network members who submit and evaluate Boundary Objects that Learn—the course’s basic pedagogic instruments. FemTechNet invites interested scholars and artists to join this project and help build this course. In this seminar, Alexandra Juhasz and Anne Balsamo discuss how this innovative project got started, explore the model of distributed online collaborative courses, and lead a discussion of how FemTechNet or similar courses might fit within the liberal arts curriculum. Speakers Alexandra Juhasz, Professor of Media Studies, Pitzer College, and Anne Balsamo, Dean of the School of Media Studies, New School for Public Engagement (New York).

FemTechNet: The first DOCC,* a Feminist MOOC

Designing Online Resources to Enhance In-Class Interactions

David Lewis on Libraries

Terri Johnson, Director of Instructional Technology, Carroll University Our campus introduced faculty “Bootcamps” as a way to engage faculty in redesigning face-to-face courses for online delivery. Bootcamps were 3-day workshops developed to overcome factors contributing to technology anxiety among faculty, such as time constraints and lack of rewards. I will demonstrate how our approach to Bootcamp can be applied in other faculty development scenarios as provided by the audience. Participants will leave with ideas of how to overcome obstacles to faculty development efforts.

Bootcamp For Faculty Development

Sam Demas on Organizational Development

Brian Lavoie and Constance Malpas of the OCLC Research will give a presentation on their activities on Print Management at Mega Scale and the theme of the library as a systemwide resource. They will provide some context with a general description of the System-wide Organization research portfolio, then move into discussion of the “Print Management at ‘Mega-Scale’” report, focusing in particular on what they are calling the “extra-regional” print collection (i.e., library collections that fall outside the 12 major North American mega-regions). A fair number of NITLE Network members are located in that extra-regional zone; this seminar provides a useful opportunity to engage in a dialogue about how and where small research-oriented institutions fit in the library (and higher-education) system as a whole. We will also discuss what part of the North American print book collection is held by NITLE Network members and continue considering what these will mean for the future of the liberal arts college library and NITLE Shared LibrariesTM.

OCLC Research: NITLE and/in the Systemwide Library

As communication across digital networks becomes increasingly easier, more faculty are exploring networked classes through shared assignments and blogs, videoconferencing, and team-taught courses. Dr. Hal Haskell, Professor of Classics, Southwestern University, has team-taught courses in advanced Greek and Latin and archaeology with faculty from other campuses for fourteen years as part of Sunoikisis, a national consortium of classics programs. In the fall of 2012, Dr. Amanda Hagood, Mellon/Associated Colleges of the South (ACS) Fellow in Literature and the Environment, Hendrix College, and Dr. Carmel E. Price, ACS Postdoctoral Fellow of Sustainability, Furman University, connected their courses, “Writing the Natural State” and “Population and the Environment,” across disciplines and institutions to explore place-based learning in a networked context. In this seminar, these three experienced intercampus teachers will share successes, challenges, and lessons learned from networked teaching.

Intercampus Teaching, Networked Teaching

What is motivating the growing interest in the “flipped classroom”? Concerns about the accessibility and affordability of education and the rise of MOOCs drive part of it, but there is also a genuine curiosity about the pedagogical value of restructuring class to optimize learning for the 21st-century student. Faculty in the liberal arts and sciences have been “flipping” their classes long before it became a pedagogical trend. Nevertheless, emerging technologies are presenting new possibilities for how classroom content is delivered. These new tools coupled with students’ ever-evolving preferences for how they engage with content are prompting faculty to examine how they might most effectively allocate classroom content and assignments. For instance, video segments of content that might have previously been conveyed in a lecture are providing students a chance to review the content as many times as are necessary for comprehension. Does this then lead to more productive classroom discussion? If you are designing a flipped classroom in the sciences, how do you discern which assignments belong in class, which belong outside of class and which technologies add the most value to your students? Moreover, how do you rethink your own role? Join Maha Zewail Foote, professor of chemistry at Southwestern University, and Steven Neshyba, professor of chemistry at University of Puget Sound, as they share what they learned from flipping their chemistry classes.

NITLE Shared Academics: Flipped for the Sciences

Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Anneliese's presentation.

NITLE Shared Academics: New Directions for Digital Collections by Anneliese D...

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Destacado (20)

NITLE Shared Academics: An Open Discussion of the 2014 Horizon Report

Sunoikisis

Future trends survey results(1)

NITLE Lines of Inquiry 2013-2014

Blow Up The Humanities with Toby Miller

NITLE Shared Academics: New Directions for Digital Collections by Mark Christel

Electronic Texts and Learning: Findings from Two Studies

NITLE Shared Academics: Networks and the Liberal Arts

Evaluating Digital Scholarship, Alison Byerly

NITLE Shared Academics: An Open Discussion of Future Trends

Collaborations with Open-Access Scholarly Publications

FemTechNet: The first DOCC,* a Feminist MOOC

Designing Online Resources to Enhance In-Class Interactions

David Lewis on Libraries

Bootcamp For Faculty Development

Sam Demas on Organizational Development

OCLC Research: NITLE and/in the Systemwide Library

Intercampus Teaching, Networked Teaching

NITLE Shared Academics: Flipped for the Sciences

NITLE Shared Academics: New Directions for Digital Collections by Anneliese D...

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Más de NITLE

Most students and researchers of the theatre arts would seize the chance to stroll through a virtual museum featuring work by one of the world’s most prolific producers of scenic, costume, and lighting designs. That was the vision presented to Furman University when they were given the extraordinary opportunity to digitize the life’s work of renowned New York theatre designer, producer, painter, sculptor, and photographer Peter Wexler. The opportunity also presented a challenge. For a small staff at a liberal arts college, developing a strategy to digitally archive more than 6,000 artifacts within a tight timeframe could be daunting. Before converting the first item into digital format, consideration had to be given to how the collection might be used for teaching and scholarship. Furman’s Digital Collections Center is tackling this challenge as they document the creative process from preliminary sketches to final productions. In their presentation for NITLE Shared Academics, Furman University’s James B. Duke Library colleagues Rick Jones, manager of the Digital Collections Center, and Christy Allen, assistant director for Discovery Services, detailed the strategy and process of digitizing Peter Wexler’s work and how they prepared for the ways in which it will support teaching and scholarship.

Building a Digital Museum: Opportunities for Scholarship and Learning

The public’s scrutiny of higher education may be at an all-time high. Whether it be parents questioning the value of a college degree, researchers scrutinizing learning outcomes, government officials tracking student debt, or employers evaluating job-readiness, educators face unprecedented pressure to prepare students for life outside of college. For business educators at liberal arts colleges, this external scrutiny is often matched by internal scrutiny from colleagues who question whether pre-professional programs even belong. Other concerns extend beyond the present and focus on preparing students not just for their first job, but on developing capacities for their whole life—personal, professional and civic. How might business faculty respond to this increased demand and multitude of pressures? In the midst of this new reality, Mary Grace Neville, began a seven-year programmatic study. She led a multi-stakeholder inquiry and organized a national dialogue centered on the question: “What ought we be teaching at the undergraduate business level in order to be cultivating high integrity leaders for tomorrow’s rapidly changing, highly complex, multicultural, and interdependent world?” In this seminar, she introduced the capacity-mapping framework that has emerged from this work (and continues to evolve) and invited participants to consider various ways to integrate capacity development across an undergraduate business curriculum. Review the personal capacity map and consider these questions: How do you set priorities and achieve balance within the curriculum? How can business programs orient themselves so that they can be responsive to the constancy of change? How can colleagues within institutions and across institutions collaborate to strengthen student preparedness? How might technology support capacity development? Join NITLE, Dr. Neville, and colleagues across the nation to re-imagine undergraduate business education.

Capacity Mapping: Re-imagining Undergraduate Business Education

As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.

NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...

Ten years ago, Beni Balak, associate professor of economics at Rollins College, began using computer games in his classes. As a long-time computer gamer turned professor, he had observed that many of the best practices in pedagogical research were adopted by the electronic game industry. Today, the electronic game industry leads the entertainment sector economy with $70+ billion in annual sales, influencing the economy, culture, and learning. While some teachers remain skeptical about the value of video and computer games in education, over the past decade, a body of theoretical and applied pedagogical work on the use of games as teaching tools has emerged. Gamification in higher education generally refers to video and computer games and involves two related, but distinct approaches: using games as teaching tools and structuring entire courses as games. In this seminar, Balak identified the principles he employed and the specific structures of the courses he has gamified both using games (i.e., Civilization and World of Warcraft) as well as, more recently, gamifying the curriculum. Beyond the fundamental changes he made to the syllabi and the grading structure, he is beta-testing a learning management system (LMS) specifically designed for this purpose. In this seminar, he shared his progress developing a gamified course structure, how it engages students and accelerates learning, as well as the difficulties he has encountered as he continues to explore the potential of games in the liberal arts.

NITLE Shared Academics - Gamification: Theory and Applications in the Liberal...

Colleges and universities face a variety of pressures. Two pressure points are adjusting to the evolving landscape of higher education and using finite resources efficiently and effectively. Technology-enhanced “flipped” classrooms, the rise of digital scholarship, and a keener focus on assessment are examples of the former. Space, time, money, and staff expertise are examples of the latter. These pressures become even more pointed at smaller institutions. How have academic library and information technology organizations been contributing toward effective solutions? Some have embraced a path toward greater convergence of IT and library services. Has doing so enabled institutions to adjust sooner and more quickly to shifts in our higher education environment? Has it stimulated innovation? Has it helped eliminate duplicative effort? NITLE Shared Academics seminar leader Terry Metz delves into these questions, explores why and how the work of technologists and librarians is growing more and more similar, and highlights some colleges that have aligned technology and library talent in more integrated ways. Examine the benefits and challenges of converging IT and library services and consider future implications.

NITLE Shared Academics: Examining IT and Library Service Convergence

NITLE Shared Academics: New Directions for Digital Collections by Isaac Gilman

Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Allegra Swift's presentation.

NITLE Shared Academics: New Directions for Digital Collections by Allegra Swift

On November 13, 2013, seminar leaders Maha Zewail Foote and Steven Neshyba presented Flipped for the Sciences, in which they shared why they became interested in “flipping” a classroom and introduced the “flipped” techniques they are using to engage students in the sciences. In this follow-up seminar, they offer some practical guidelines on what aspects of your course to flip, and how to flip them. They’ll share strategies for sequencing topics, identifying learning objectives, and motivating students in ways that maximize the benefit of the flipped format. They’ll talk about designing student-centered approaches, such as just-in-time development, that promote serendipitous learning. They’ll also talk about pedagogical experiments that didn’t work out as well as they had hoped. Whether you have already flipped a classroom, experimented with flipped techniques, or are uncertain about whether flipping is suitable for your courses, join the seminar leaders and other colleagues from the NITLE Network who are examining the value of this approach.

Flipped for the Sciences: Course Design

The current conversations about crisis in education - and the equally contentious debates about how to solve said crises - do not occur in a vacuum: both the problems and the solutions are the product of a dynamic cultural, economic, and political context. How do faculty, staff, and administrators navigate this changing environment in a way that honors the mission of their institutions and the wider values of post-secondary education? Sean Johnson Andrews, assistant professor of cultural studies in the Department of Humanities, History, and Social Sciences at Columbia College Chicago, examined hese issues with members of the NITLE Network on February 4, 2014.

NITLE Shared Academics: Cultural Factors Shaping "Crisis" Conversation in Hig...

The term “flipped classroom” has become both familiar and increasingly more nebulous as its legitimacy is appropriated by companies like Coursera, Udacity, and EdX to construct a market for pre-recorded video lectures. Critics argue that the flipped classroom shifts attention away from engagement with primary evidence, constructing learning entirely around pre-recorded lectures and replacing reading with viewing. Advocates, including seminar leader Jen Ebbeler, point to the variable ways that a “flipped classroom” can be designed and argue that a flipped class can allow for more attention to reading, analysis, and higher-order problem solving. This seminar offered by NITLE looked at how we can incorporate the elements of the flipped classroom to enhance student learning as well as the quality of our instruction. It also examined some of the potential pitfalls and offered suggestions for avoiding them.

NITLE Shared Academics: Lessons from a Flipped Classroom

This seminar presents an unusual relationship between Southwestern University, a liberal arts college located in the United States, and a partially American-managed archaeological research institute in Italy, the Restoring Ancient Stabiae Foundation. Dr. Thomas Noble Howe will outline ways of maintaining the high standards of American liberal arts colleges—with their intimate interactions between students and faculty—while combining education abroad and synchronous distance learning in a way that more affordably facilitates the insertion of international experiences into increasingly “sequenced” majors. With receptive faculty, good equipment, and reliable backup, a system may be established that obviates the need to replace faculty who are abroad and allows students studying abroad to follow essential courses for their majors. In this seminar, Dr. Howe shares his vision for providing students with international experience through collaboration with unusual international foundations like the Stabiae Foundation. Through discussion with colleagues at NITLE Network institutions, participants will examine possibilities for internationalizing the classroom through partnerships and emerging technologies.

NITLE Shared Academics: The Synchronous International Classroom: New Directio...

Institutional readiness to respond and even thrive amid rapid change is dependent on the ability to cultivate a culture of collaboration and embrace transformative change. Indeed, institutional speed of response ultimately depends on shared vision, shared agreement, and shared leadership. Ann Hill Duin urges those involved with planning throughout all levels of an organization to actively foster a culture of collaboration. Doing so will ready your institution to tackle complex challenges and transform them into opportunities for reinvention and re-invigoration. As a professor of writing studies, Ann Hill Duin studies the language of the transactions that occur through networks of individuals engaged in collaborative, strategic work. During her 15 years in higher education administration, she has worked to build shared leadership across colleges, institutions, and academic and administrative realms. In her study of multiple inter-institutional partnerships, she found that a key component of fostering a collaborative culture is increased access to and shared understanding of “smart” change and “shared” leadership. During this Shared Academics seminar, you will gain increased understanding of these concepts and examine an action plan for strategic partnering.

NITLE Shared Academics: Fostering a Collaborative Culture: Smart Change and S...

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