Students as Digital Scholars: Teaching and Learning in the Information Age
PART I — Changes in tools & forms of traditional academic products in digital age
PART II–Beyond the Term Paper & Test:Examples of Student Projects in the Digital Age
Wikis – MediaWiki installation – http://umwblogs.org/wiki/index.php?title=UMW_Wiki
UMW’s WordPress system — UMW Blogs
Other Adventures in Digital History Group Projects
- Fredericksburg Historical Markers– http://fredmarkers.umwblogs.org/
- James Monroe’s Letters as Minister to France — http://projects.umwhistory.org/jmp/
Other links (not mentioned in the talk)
- Other projects at UMW
- Other schools working with students
- Kathryn Tomasek’s Wheaton College Digital History Project — http://wheatoncollege.edu/digital-history-project/
- Davidson College’s Physics Department — http://webphysics.davidson.edu/Applets/Applets.html
- Visualizing Emancipation —http://dsl.richmond.edu/civilwar/vizemanc.htm
PART III — New Visions for in and out of the Classroom for Students in the Digital Age
Sketch of Forms of Online Learning — (For reference)
A) “Old School” Online Learning — relatively standard classes, but online; often run in Learning Management Systems (LMSs) such as Blackboard or Instructure Canvas, or in proprietary systems — University of Phoenix, American Public University, or as a separate segment of existing schools (University of Maryland–University College)
B) MOOCs — Massively Open Online Courses.
- MOOCs, Type 1 (cMOOC)– original — broad based, connectivist, free/user supported, community building courses — Open course by George Siemens & Stephen Downes at U. of Manitoba in 2008 was first, and UMW’s CPSC 106 (aka Digital Storytelling or DS106) is often cited in discussions of these types of MOOCs now as well.
- MOOCs, Type 2 — (xMOOC) — Newer version, emphasizes the “Massive” part of the name. These MOOCs are large-scale classes (mostly in computer science so far) with some claiming over 100,000 students. So far, these are largely being offered either by prestigious institutions or by for-profit companies — examples include MIT/Harvard’s EdX, Stanford professor Andrew Ng’s Coursera; another company started by three Stanford professors, Udacity.
C) Flipped classrooms — The “flipped classroom” buzzword is pervasive in K-12 and Higher Ed pedagogy circles these days. The basic idea is that students will watch videos, listen to lectures, perhaps take assessments or do exercises outside of class, leaving class time for discussion of materials, exploration of areas for which students have problems. Although there are other approaches out there, the Khan Academy (with support from the Gates Foundation and Gates himself) with its explanatory videos on a wide variety of topics is typically cited as the example of materials to be used in a flipped classroom.
D) New School Online Learning — Entirely online classes which do more than simply replicate current teaching practices online. They may well be taught by existing schools as part of their regular offerings, even for residential students.
E) Blended/hybrid learning — Classes which include both face to face (F2F) and online components and where part of the official meeting time of class is explicitly set aside for online interaction. These classes may well be the same size as regular face-to-face classes.
F) Digitally enhanced courses that still meet F2F as much as traditional courses — Digital and/or online components enriches traditionally scheduled F2F class through online discussions (blogs/wikis/tumblr/Flickr/YouTube), digitally enhanced writing or creation, and/or an outward facing approach to learning.
- Badges/competency completion requirements (testing competencies instead of requiring the completion of courses or programs of study).