Technology in Education

The wait is over! Visit Bryn Mawr College's repository to view recordings of presentations and slides from presenters. Click here to go to the page. Read the post below for a recap of the conference.

The fourth annual Blended Learning in the Liberal Arts Conference, hosted at Bryn Mawr College from May 20 to May 21, included a keynote address, panel discussions and various workshops.

It brought together more than 165 professionals from 65 different colleges, universities and institutions to focus on topics of interest related to blended learning in the liberal arts. Bryn Mawr College, the Andrew W. Mellon Foundation, FIPSE First in the World Program, and the Association of American Colleges & Universities TIDES Initiative supported the conference.

On Wednesday, April 1st, artist Shing Yin Khor along with Professor Shiamin Kwa  hosted a Zine Workshop in the new Carpenter Media Lab in conjunction with the East Asian Language and Culture course: Everything But the Table (EALC 345). The Carpenter Media Lab was a great new space for digital collaboration as the students quickly got to work making their own zines within one hour with art supplies scattering the tables. 

Though much of Khor's work is printed or sculpted, the internet has become a gamechanger for artists like Khor. Through fundraising platforms like Patreon, artists of all kinds can create sponsorships where their fans can give monetary support in order to receive exclusive blog posts and updates as well as gifts and subscriptions. Furthermore, publishing platforms such as Issuu have made it easier to share zines and publications digitally.

The Association of American Colleges and Universities (AAC&U) has awarded Bryn Mawr College a grant of up to $300,000 to evolve STEM teaching over the next three years to make BMC computer and information science programs more culturally accessible and substantive!

Liz McCormack, chair and professor of the Physics Department at Bryn Mawr College, leads this initiative, assisted by Doug Blank and Mark Matlin. The college will use this funding to develop online computing or programming instructional modules that the physics department can insert throughout curricula. These additions will supply students with exposure to new and innovative computing and information science skills.

These leaders hope this initiative will act as a model for other departments at Bryn Mawr as well as for other schools, especially those interested in increasing computer and information science exposure across the curriculum, in part, to reach a more diverse range of students than those that traditionally enter those fields.

MediaThread, a project created by the Columbia Center for New Media Teaching and Learning through the Digital Bridges Initiative is a service that allows you to blend your thoughts with multimedia sources and share them with others. MediaThread supports video, images, metadata, and many content websites listed below. Most compatible with Firefox, MediaThread is currently being used by Columbia, MIT, Wellesley, Dartmouth, The American University in Cairo, and many other institutions of higher education.

Who can do what with MediaThread? Through MediaThread...

The latest article posted to the Tomorrow's Professor mailing list, "1330. Flipped Classrooms- Old or New?," reconnects the idea of the "flipped" classroom to long-standing educational practice.

Current media coverage paints "flipped" as a revolutionary form of blended or technology-enhanced teaching. Instead of lecturing, an instructor introduces key concepts and skills though online videos or interactive tutorials, which students are required to complete before class. The instructor then uses class time for active learning exercises designed to help students engage with and master that material -- such as problem-solving, group projects, in depth discussion, debates, etc.

One thing I have learned from the NGLC blended learning and from working with various edu-tech tools and developers, is that the market is very much in flux. Inspired in part by the success of blended learning and the buzz around MOOCs, many companies are working on many different innovative tools and courseware packages, often in response to real needs identified by teachers and students. This is great news, but for the immediate future it means that most of us at some point will need to teach and learn with a tool that is still "in beta" and lacks the robust customer support or functionality of older, more established software.

I've written before about how difficult, yet ultimately rewarding, it can be to get used to working in a "live beta" mode, in which you publish or publicly try something you know to be half-baked, in order to get feedback on how it works in a real-world setting. A recent EdSurge article also offers some concrete logistical tips for instructors who find themselves in this position, due to the newness of the software tools they are trying to use -- such as workarounds for tools that lack "single sign-on" functionality.

One thing that I have learned from the course so far are the different kinds of technology that are present in the classrooms as well as their implications. I have always looked down on technology since I find it to be a distraction rather than a aid in learning. Our outlook on technology in the classroom is forever changing and we definitely take technologies (both old and new) for granted. My rose would be the encouragement to "think outside the box" and participate in different ways that differ from my math education. My thorn would be that because my computer is broken, it really discourages me from doing my readings online and participating in the types of technologies we're learning about.