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

Online Teaching Conference 2020: Twenty-six California Community Colleges embarked on a journey to create thirty-four Zero Textbook Cost (ZTC) Degrees to dramatically reduce the financial burden of earning an associate degree or career technical education certificate. More than 20,000 students over three years would benefit from this approach to eliminating the barrier of textbook costs. Data collected from participating colleges show that all students in ZTC pathways did better than those in non-ZTC courses, and that traditionally underserved populations did even better. With proven results of reducing equity gaps, the Governor has proposed doubling the initial $5 million ZTC program to $10 million in FY21, opening this opportunity to more colleges wishing to leverage ZTCs to increase student achievement and reduce equity gaps. Join us to hear from ZTC champions who led the initiative, supporting the faculty who transformed their courses to lower barriers and improve students learning, and ensuring the sustainability of the program. Consider how to integrate a ZTC approach with your distance education, equity, pathways and other student success-centered initiatives. Learn about how students and librarians are poised to play an essential role in the proposed $10 million grant. Finally, learn the critical steps for success and how to assess your college’s readiness for developing ZTC degrees.

California ZTC Degrees Panel: Past, Present, and Future

Una Daly

Smart Educational Decision Support Systems for School Complexity Leadership: ...

Horizon Project Introduction for Teachers

Julie Lindsay

Innovative use of Web 2.0 for an inclusive life-long learning

Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020 Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.

Online Education Quality Assurance

Charles Darwin University

Academics should reclaim their voice in society, NOW!

Inge de Waard

Intersections Big and Small: A Review of Three Projects that Merge Scholarly ...

Michelle Reed

Future of Academic Advising

Laura Pasquini

Openness and praxis: Exploring the use of open educational practices for teac...

Open Education Consortium

Albert Sangra: Expanding Learning Opportunities for the Last 25 Years... and ...

Speaker: Momna Hejmadi, director of studies, University of Bath. In this session you will learn about the unforeseen benefits, challenges and potential opportunities of leading a MOOC - ‘Inside Cancer’ - from an academic perspective. The course, designed as a beginner’s guide to cancer genetics is open to anyone interested in understanding cancer without having studied biology at school or university. The course was adapted from a second year, campus-based undergraduate course that Momna Hejmadi teaches on, so it offered a perfect opportunity for students to gain real-life perspectives from the public. It also extended the learning space to a global community of learners from school pupils, health professionals to cancer-survivors. In this session, Momna will share data on the impact of this course on learners and course developers.

What can a MOOC do for you? An academic perspective

Jisc

A presentation to the English Australia Ed Tech Symposium - Plenary Address. Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.

When forced into a corner we do have options: I suggest we choose to be activ...

Charles Darwin University

Institutionalizing Open Education Practices

Open Education Consortium

In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.

The revised state of play for micro-credentials in Australasia

Charles Darwin University

Mais procurados (20)

Culture and learning organisations

Online Student Engagement Practices New Horizons 2015

Evaluating the impact of digital literacy programmes: lessons from student am...

Technology, digital capabilities and the language of change

Leveraging IT to Achieve USHE's Goals

OCC2011 Keynotes: Claudio Dondi

California ZTC Degrees Panel: Past, Present, and Future

Smart Educational Decision Support Systems for School Complexity Leadership: ...

Horizon Project Introduction for Teachers

Innovative use of Web 2.0 for an inclusive life-long learning

Online Education Quality Assurance

Academics should reclaim their voice in society, NOW!

Intersections Big and Small: A Review of Three Projects that Merge Scholarly ...

Future of Academic Advising

Openness and praxis: Exploring the use of open educational practices for teac...

Albert Sangra: Expanding Learning Opportunities for the Last 25 Years... and ...

What can a MOOC do for you? An academic perspective

When forced into a corner we do have options: I suggest we choose to be activ...

Institutionalizing Open Education Practices

The revised state of play for micro-credentials in Australasia

Destaque

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

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

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

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

Future trends survey results(1)

Jessica Sender, Instructional Technology Librarian, and Erin Dell, Assistant Academic Dean for Student Academic Affairs, Guilford College Focusing on the burgeoning role of ePortfolios in the liberal arts, this session examines Guilford College’s decision to house the ePortfolio program in the library under the direction of the Instructional Technology Librarian. This presentation gives an overview of the deployment and integration of ePortfolios in a liberal arts setting, how students and faculty use ePortfolios presently—from study abroad to faculty development—and the unique partnership between IT, the faculty, administration, and Guilford’s ePortfolio provider.

ePortfolios and the Liberal Arts

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

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

David Lewis on Libraries

Blow Up The Humanities with Toby Miller

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

Designing Online Resources to Enhance In-Class Interactions

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

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

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...

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

Sam Demas on Organizational Development

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

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

How can undergraduate digital scholarship prepare our students to be citizens in a networked world? In this seminar, a panel of alumni from the Re:Humanities Symposium, an undergraduate symposium on digital media, will examine what it means to be recently graduated in a world of webs and networks. Each panel member will give a brief description of his or her undergraduate digital scholarship and current work. Panelists and seminar participants will then engage in a facilitated discussion of how panelists’ digital scholarship as undergraduates has prepared them for their current work and challenges in a digitally networked world.

Re: Humanities Alumni in a Networked World

The 2014 NMC Technology Outlook for Australian Tertiary Education: A Horizon Project Regional Report reflects a collaborative research effort between the NMC and Open Universities Australia to help inform Australian education leaders about significant developments in technologies supporting teaching, learning, and creative inquiry in tertiary education. This report was produced to explore emerging technologies and forecast their potential impact expressly in a tertiary education context. In the effort that took place from January through March 2014, a carefully selected panel of experts was asked to consider hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for Australian tertiary education over the next five years. View the work the produced the report and meet the expert panel at aus.wiki.nmc.org.

Destaque (20)

Bootcamp For Faculty Development

Intercampus Teaching, Networked Teaching

NITLE Shared Academics: Networks and the Liberal Arts

NITLE Shared Academics: An Open Discussion of Future Trends

Future trends survey results(1)

ePortfolios and the Liberal Arts

Collaborations with Open-Access Scholarly Publications

OCLC Research: NITLE and/in the Systemwide Library

David Lewis on Libraries

Blow Up The Humanities with Toby Miller

NITLE Lines of Inquiry 2013-2014

Designing Online Resources to Enhance In-Class Interactions

Electronic Texts and Learning: Findings from Two Studies

Evaluating Digital Scholarship, Alison Byerly

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

Sunoikisis

Sam Demas on Organizational Development

FemTechNet: The first DOCC,* a Feminist MOOC

NITLE Shared Academics: Flipped for the Sciences

Re: Humanities Alumni in a Networked World

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

Lgm hChallenges, Trends & Important Developments in Higher Educational Techno...

Lawrence Miller

Technology Outlook > 2014 Australian Tertiary Education Slides

New Media Consortium

Download the report (PDF): go.nmc.org/digilit. The New Media Consortium (NMC) has released Digital Literacy: An NMC Horizon Project Strategic Brief in conjunction with the 2016 EDUCAUSE Annual Conference. Commissioned by Adobe, the special report explores the advancement of digital literacy, which is sparking new thinking in higher education about how to best prepare students for the demands of the global technological economy.

Digital Literacy: An NMC Horizon Project Strategic Brief Slide Deck

New Media Consortium

Cola presentation (en)

Ed Nagelhout

Online learning trends. Global. About ICDE, International Council for Open and Distance Education. The Big Picture. Online and distance education is steadily increasing all over the world.The growth in higher education is massive. The change is dramatic. MOOCs are peaking. Numbers of MOOCs. Innovation in Education. Example from US online 2014. Example from ECAR 2013. Analysis of driving forces. Analysis of Opportunities. The small text, which you should read.

Global trends in online education. Threats and Opportunities.

Challenges, Trends & Important Developments in Higher Education

Lawrence Miller

Opening up the road to knowledge

See Wiki with resources: http://techtrendsineducation.wikispaces.com/home Slides used during talks given at Fordham University: In a world where technology is changing faster than ever it's important not to just keep up with what's currently available, but to be thinking ahead. The New Media Consortium just released their 2013 Horizon Project Short List report that includes 12 coming technology trends in higher education.

Understanding, Defining and Sharing a University Wide Digital Future

Sheila MacNeill

2014 NMC Horizon K-12 and Higher Education

Cathleen Galas

Technology Trends in Education: Part II

Kristen T

2013 10 18 (ucm) emadrid larry johnson presentacion informe horizon stem lati...

eMadrid network

Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning

Practical Competences in a Changing World New Learning Technologies in Renewa...

Manuel Castro

NUTN 2008

Cable Green

Horizon STEM+ 2013 Presentation

New Media Consortium

The Future of Higher Education, the Future of Learning

Transform and innovate Higher Education for sustainable development

University of Greenwich, London

campus Technology Executive Summit LM Hz

Lawrence Miller

The Online Learning Landscape

UNESCO-Pearson Initiative: Digital Inclusion Landscape Review

Steve Vosloo

While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy. Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014). Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning. Three messages: • Senior management in education needs to innovate from within to open up education. • Governments must take firm decision on holistic policies for open and distance education. • Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.

Make the difference: ICDE Featured session at the Annual Online Learning Cons...

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.

Semelhante a NITLE Shared Academics: An Open Discussion of the 2014 Horizon Report (20)

Lgm hChallenges, Trends & Important Developments in Higher Educational Techno...

Technology Outlook > 2014 Australian Tertiary Education Slides

Digital Literacy: An NMC Horizon Project Strategic Brief Slide Deck

Cola presentation (en)

Global trends in online education. Threats and Opportunities.

Challenges, Trends & Important Developments in Higher Education

Opening up the road to knowledge

Understanding, Defining and Sharing a University Wide Digital Future

2014 NMC Horizon K-12 and Higher Education

Technology Trends in Education: Part II

2013 10 18 (ucm) emadrid larry johnson presentacion informe horizon stem lati...

Practical Competences in a Changing World New Learning Technologies in Renewa...

NUTN 2008

Horizon STEM+ 2013 Presentation

The Future of Higher Education, the Future of Learning

Transform and innovate Higher Education for sustainable development

campus Technology Executive Summit LM Hz

The Online Learning Landscape

UNESCO-Pearson Initiative: Digital Inclusion Landscape Review

Make the difference: ICDE Featured session at the Annual Online Learning Cons...

Mais de NITLE

Building a Digital Museum: Opportunities for Scholarship and Learning

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...

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 Isaac Gilman's presentation.

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

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...

Mooc.mania

CIEL VLLP NITLE Shared Academics

Texas Language Consortium

Kieft.nitle webinar april112013

Nitle 2013 presentation

Myth of the mooc