Project Videos

These are videos captured by Arno Damerow and David Berk from Lawrence using an iPhone and a mini desk tripod. Each short video contains a description of a Teagle hybrid learning project.

Suman Balasubramanian and David Reimann: Mathematics concepts

Barry Bandstra and Martyn Smith: Hebrew Bible and Quran text analysis

Humberto Barreto and Adam Galambos: Instructional videos for economics and entrepeneurship

Harry Brown and Ian MacInnes: Digital liberal arts

Shonda Kuiper and Adam Loy: Data science

Jeanne Petit and Marcy Sacks: Hybrid history

Elizabeth Trembley and Deborah Seltzer-Kelly: Peer-to-peer writing instruction

2016 Workshop

Wabash College Trippet Hall

410 W Wabash Ave, Crawfordsville, IN 47933. (765) 361-6490

  • Plenary meetings will be in Trippet 123.
  • Breakout workshops will be in Hays 104 and Hays 003
  • Meals will be served in the Trippet Hall Dining Room

Working Groups and Emails

Teagle Project Planning Docs on Google Drive

Collected Wisdom shared Google Doc

  • Please share your tips, techniques, and experience here.

FRIDAY April 22

Lunch (Trippet Hall Dining Room)

12:00-1:00 (Barry Bandstra: Trippet Dining Room)

  • Welcome and update on grant progress
  • Brief intro of teams (name, title, institution, 1-2 sentences about collaboration)
  • Workshop agenda and goals for our time together

1:00-1:30 (John Woell: Trippet 123)

Clarification of expectations for the workshop and grant, including Q and A.

1:30-2:00 (Donnie Sendelbach and David Berk: Trippet 123)

Brief project management overview

  • Identifying goals
  • Student outcomes
  • Storyboarding (scripting)
  • Timeline with tasks assigned and deadlines
  • Skills needed
  • Prototyping and collecting feedback before using in a course
  • Managing scope creep
  • Beth Trembley’s project management sketchnote

2:00-4:15 (Donnie Sendelbach and David Berk: team meetings in Trippet)

  • Time in teams or individually to work on one course module plan in detail.
  • Each instructor from each group adds information to our Google doc that contains the following information: names of instructors and technologists, project title, skills and experiences willing to offer, courses with goals and student outcomes and timeline.
  • Decide on content, how it will be delivered, tested, in-class activities (if flipping).
  • Begin writing materials.
  • During all project work time, steering committee members and instructional technologists will be on hand to help teams as needed.

*Take break when needed during this session.

*Concurrently at some point the steering committee confers with Charlie Blaich and Kathy Wise to review the assessment plan.

4:15-5:00 ADA Compliance (Juli Smith: Trippet 123)

  • An overview of laws and regulations applicable to accessibility of online course materials, discussion of universal design and its benefits and requirements, and work session on outlining project needs with regard to accessibility.
  • Juli Smith’s Technology Accessibility and Universal Design slides

5:00-5:45 Assessment (CILA/Charlie Blaich and Kathy Wise: Trippet 123)

  • Review work on module to include in written plan.
  • Steps for pre-deployment feedback plus formative and summative assessment mechanisms.
  • Assessment data gathering, collecting, and viewing
  • Midwest Hybrid Learning Consortium Assessment Plan as developed by Charlie and Kathy

5:45-6:00 (individually: Trippet 123)

  • Report out to steering committee member from your institution, including questions on Friday’s work and what the goals are for the end of Saturday.

6:30 Open Bar

7:00 Dinner (Trippet Hall Dining Room)

7:00-8:00 (James Brown and Barry Bandstra)

Enjoy dinner and conversation.

8:00…

Unstructured time for project teams to discuss projects, play poker… or whatever.

SATURDAY April 23

7:30-8:30 Breakfast (Trippet Hall Dining Room)

9:00-11:00 (Donnie Sendelbach and David Berk: plenary in Trippet 123 then team meetings in Trippet)

Groups will individually review previous day’s work following discussion of:

  • Outline of common concerns, common threads, etc. from Friday 5:45 briefings.
  • What additional considerations have arisen overnight?
  • What do you want to tweak before continuing with this module or starting planning on second one?
  • Write in Google Doc questions and concerns at end of work.
  • Charlie Blaich is available to consult with project teams regarding assessment strategies
  • Beth Trembley’s morning business sketchnote

11:00-11:30 (Beth Trembley: Trippet 123)

Discussion of what hybrid/online means in our liberal arts courses

  • Reminder of liberal arts distinctives and a charge to be sure to include those in work today. How does hybrid/online support the liberal arts mission and high-touch?
  • What resources are yet needed for effective course/module design and construction?
  • Beth Trembley’s liberal arts distinctives sketchnote

Lunch 11:30-12:30 (Trippet Hall Dining Room)

12:30-1:00 Gamification (Adam Galambos: Trippet 123)

Adam is currently exploring gamification in an Economics course this term and will talk about how the course is structured, demonstrate the 3DGameLab platform, and reflect on his experiences so far.

1:15-1:30 Intellectual Property Issues (David Reimann: Trippet 123)

1:30-2:00 (Team meetings in Trippet)

Final push on project and next steps planning.

  • Return to pre-workshop Workshop goals doc to review components listed and to verify that our work completed has included these components.
  • What are next steps to continue work after workshop? Which project teammate will do what?
  • Using the above, write up or video record a brief report for posting on the project web site.
  • Describe the module/unit and timing of lesson with list of resources.
  • Review the description of your project that is posted on the Project Descriptions page. Copy and edit the text of the description as needed and send to Barry Bandstra for inclusion.
  • Articulate how your project embodies Teagle goals and liberal arts distinctives.

2:00-3:00 (John Woell and Barry Bandstra: Trippet 123)

  • John Woell’s closing comments slides

  • BRIEF 5-minute report out by teams.

  • Each group adds to our shared Google Doc TO-DO list of the following:
  • What is needed from the consortium to continue project work?
  • Looking ahead to creating a hybrid liberal arts network for sharing the hybrid/online material and courses that we create: - What structures do faculty members at our schools need to have in place in order to share and receive credit for hybrid projects and courses? - How do we continue communicating across institutions, be it on an individual team level or sharing common best practices/worst practices, as we work throughout the year? - What needs do teams have for project management assistance? How can the consortium contribute and help? - How might we incentivize participating institutions to share unique expertise of instructional technologists for a project on another campus without adding to their workload?

Post-workshop Survey

Travel Expenses Reimbursement Form

Workshop goals

This is what we expect to accomplish over the course of the workshop, so that by the end of the workshop, we’ve accomplished

Learning goals

  • What are the learning goals for the students in each course module?
  • What are the goals for creating blended learning?

Project management

  • How will you document the process of the project? How will you keep track of the project?
  • What deadlines are relevant to the project? (promotion of courses on campus, registrar’s catalog, student registration, etc.)
  • Who will do what and by when?

Support

  • What help will be needed from instructional technologists, librarians, teaching assistants?
  • What equipment, hardware, and software will be needed? How will it be acquired?

Media and hosting

  • What media will be used in developing course materials?
  • What design elements are important in creating the content for learning?
  • Where will the modules be hosted (platform and location)?

Assessment

  • What are the assessment mechanisms for …
    • Formative - so that members can make needed adjustments mid-semester/mid-creation of modules
    • Summative - assessment to answer the question “Why use blended learning?”
    • Summative - broader goals (NSSE questions adapted)

Accessibility

  • What specific steps are included in creating ADA/508c compliant materials (will depend on media used)
  • Universal design, designing for re-usability

Sustainability

  • What is needed to maintain the project long-term (e.g., storage, maintaining user interface)? Who will help maintain it?
  • What are the tasks for faculty vs. support staff (e.g., updating materials/format as software/platforms are upgraded, periodic useability testing)?

Dissemination

  • How will materials be available to other schools in the network for use?
  • How will lessons learned and best/worst practices be disseminated in the network? And beyond the network?

Final documentation

  • What will be the final product of the project–article, blog post, video, syllabi, etc.?

Working Groups and Emails

Workshop working groups:

  1. Brown, MacInnes, Technologist
  2. Reimann, Balasubramanian, Technologist
  3. Betz, Ball, Technologist
  4. Galambos, Barreto, Technologist
  5. Trembley, Seltzer-Kelly, Technologist
  6. Loy, Petit, Hristova, Pikaart, Technologist
  7. Smith, Bandstra, Technologist
  8. Technologist working group to brainstorm video, module archiving, server, project management, and other comprehensive project issues

Project teams:

Harry Brown (DePauw) and Ian MacInnes (Albion). English, digital humanities

David Reimann (Albion) and Suman Balasubramanian. (DePauw). Mathematics, multivariate calculus

Heather Betz (Albion) and Thomas Ball (DePauw) in kinesiology.

Shonda Kuiper (Grinnell) and Adam Loy (Lawrence) in mathematics and statistics.

Adam Galambos (Lawrence) and Humberto Barreto (DePauw) in economics.

Marcy Sacks (Albion) and Jean Petit (Hope) in history.

Beth Trembley (Hope) and Deborah Seltzer-Kelly (Wabash) in writing and education.

Martyn Smith (Lawrence) and Barry Bandstra (Hope) in religion, Quran, Hebrew Bible.

Project descriptions

Instructor addresses:

Adam Loy adam.m.loy@lawrence.edu Shonda Kuiper kuipers@grinnell.edu Heather Betz hbetz@albion.edu Thomas Ball tball@depauw.edu Harry Brown hbrown@depauw.edu Ian MacInnes imacinnes@albion.edu Lon Porter porterl@wabash.edu Mike Pikaart pikaart@hope.edu Adam Galambos adam.galambos@lawrence.edu Humberto Barreto hbarreto@depauw.edu Martyn Smith martyn.smith@lawrence.edu Elizabeth Trembley trembley@hope.edu Jeanne Petit petit@hope.edu David Reimann dreimann@albion.edu Suman Balasubramanian sumanbalasubramanian@depauw.edu Adam Galambos adam.galambos@lawrence.edu Humberto Barreto hbarreto@depauw.edu Marcy Sacks msacks@albion.edu Deborah Seltzer-Kelly seltzerd@wabash.edu Maria Hristova mariahristova@depauw.edu

Support addresses:

Arno Damerow arno.b.damerow@lawrence.edu Michael Reisterer reisterer@hope.edu Leo Herzog herzog@hope.edu Jin Kim jkim@depauw.edu Veronica Pejril veronicapejril@depauw.edu Beth Wilkerson bwilkerson@depauw.edu David Neville nevilled@grinnell.edu

Steering committee addresses:

Barry Bandstra bandstra@hope.edu David Berk david.berk@lawrence.edu James Brown brownj@wabash.edu David Lopatto LOPATTO@grinnell.edu Donnie Sendelbach donniesendelbach@depauw.edu John Woell jwoell@albion.edu

Hybrid Projects

Harry Brown (DePauw) and Ian MacInnes (Albion) in English and digital humanities.

Advanced literary study increasingly uses digital tools and the methods of the so-called “digital humanities.” Such tools and methods, however, have not yet been formally integrated into the English curriculum at places like DePauw and Albion. Collaborators Harry Brown (DePauw) and Ian MacInnes (Albion) plan to connect two upper level English classes in the spring of 2017, a class in Elizabethan Literature (Albion) and class in American literature between the Revolutionary War and Civil War (DePauw). MacInnes and Brown will exchange their expertise in integrating literary study with the tools of the digital humanities, drawing in part on material they developed using a previous GLCA Expanding Collaborations Grant (summer 2015). For example, MacInnes will draw upon Brown’s expertise in macroanalysis to help students make effective use of the enormous database Early English Books Online (EEBO). In turn, Brown will draw upon Macinnes’ expertise in digital mapping to help students develop spatial and geographical claims about early American literature. Students in each class will also serve as peer commentators for the digital work being done by students in the other class.

David Reimann (Albion) and Suman Balasubramanian (DePauw) in Mathematics, multivariate calculus.

Univ 184 N Applied Projects in Calculus and Linear Algebra using Mathematica (currently scheduled to be offered as a half credit course by Professor Suman Balasubramanian during Winter 2017). This course will involve applications of Multivariate Calculus and Linear Algebra using Mathematica. These applications will arise from a broad range of disciplines, namely Computer Science, Mathematical Biology, Stochastic Modeling, etc. . This will be a hybrid course where the students will predominantly have online self contained modules helping them with learning the software and basic principles of the projects in addition to face to face contact for the course. The students will then work independently on their applied projects using this hybrid method.

Heather Betz and Thomas Ball (DePauw) in kinesiology.

Shonda Kuiper (Grinnell) and Adam Loy (Lawrence) in mathematics and statistics.

Making decisions with data is becoming an essential skill in almost any area of study. Data are now easily accessible, and numerous software programs are available to conduct almost any data manipulation that a researcher can imagine. To address these changes in our data-rich society, the new Guidelines for Undergraduate Programs in Statistical Science (ASA 2014) are advocating for fundamentally different pedagogies with an increased emphasis on data science. A 2011 report by McKinsey & Company states, “By 2018, the United States alone could face a shortage of 140,000 to 190,000 people with deep analytical skills as well as 1.5 million managers and analysts with the know-how to use the analysis of big data to make effective decisions.” Data science draws heavily on skills residing at the intersection of mathematics, statistics, and computer science (MSCS). We propose to create collaborative course materials in data science that provide new pedagogical models that could dramatically transform how students think about data-based decision making.

Adam Galambos (Lawrence) and Humberto Barreto (DePauw) in economics: History of Economic Thought Videos

Humberto Barreto (Q. G. Noblitt Professor of Economics and Management, DePauw) will create content to be used in History of Economic Thought (next taught at DePauw in Spring, 2017). Current plans are for three videos: (1) a summary of the the treatment of entrepreneurship in the history of economics, (2) the invisible hand and static versus dynamic models in economics, and (3) Piketty on inequality in the distribution of income and wealth. All three of these videos will also be relevant for the Economics of Innovation and Entrepreneurship course of Galambos, and the first and third will additionally fit into the Comparative Economic Systems course of Galambos. Both of these courses will be offered in 2016-17.

Adam Galambos (Dwight and Marjorie Peterson Professor of Innovation and Associate Professor of Economics) will create content for the Comparative Economic Systems and for the Economics of Innovation and Entrepreneurship courses. These videos will likely be on 1) the history of the socialist calculation debate, 2) the relevance of several recent theoretical advances in economics on the various arguments in the socialist calculation debate, and 3) some aspect of innovation originating from Silicon Valley, most probably the “sharing economy.” The first two of these videos would be relevant for Barreto’s History of Economic

Marcy Sacks (Albion) and Jean Petit (Hope) in history: Black Lives Matter

We are examining the history that has contributed to the development of the Black Lives Matter movement. The intent is to create a joint website that will highlight the long background of oppression, resistance, and grassroots organizing that has helped lead to this historic moment. Specifically, the students in the Albion class will explore the more distant past (the decades after the Civil War) in which racial oppression in an age of supposed freedom was constructed, while the Hope students will focus on the more recent era in which activism became more pronounced.

Our goal is for the students to create a website with information about various of society since 1865 that help us understand the wellspring of frustration that finally erupted in the grassroots movement, Black Lives Matter. The themes on the site will include everything from the history of policing and violence in black communities to systemic racial disparities to culture (as a form of resistance and as a form of oppression) to individual leaders, and so forth. The students have generated their project ideas and will write the content to populate the site.

Beth Trembley (Hope) and Deborah Seltzer-Kelly (Wabash) in writing and education: Hybridizing Peer Editing

We are exploring the hybridization of the peer editing process in writing. In particular, we are collaborating on the development of online peer workshops to improve students’ skills in effective peer critique as part of the revision process. While we may practice these developments in a variety of courses, in particular, we both work with pre-service teachers. So part of developing this online review process engages these students not only as writers, but as future teachers whose work will most certainly be done, at least in part, online.

Martyn Smith (Lawrence) and Barry Bandstra (Hope) in religion, Quran, Hebrew Bible: Sacred Texts of Violence

Martyn, an Islamist, and Barry, a Hebraist, are collaborating on hybrid learning modules that examine the topic of violence in the sacred texts of the Abrahamic religions of Judaism and Islam. Martyn regularly teaches a course in Islam that includes texts from the Quran. Barry regularly teaches a course in the Hebrew Bible. Both scriptures contain challenging texts that advocate conquest that is accomplished by brutal military force, including genocide. With our respective texts, Martyn and Barry will unpack the established procedures of contextual literary-historical methodologies for interpretation. This will lay the groundwork for exploring the role of religious violence in the ideologies of religious faith traditions. The hybrid text analysis modules we develop will be used across our institutions in our courses, such that Barry’s Hebrew Bible students will be exposed to basic Quranic reading and interpretation, focused on core texts, and Martyn’s students will do likewise with texts from the Hebrew Bible. After our classes respectively have been exposed to basic Hebrew Bible and Quranic text analysis, we will meet in video conference to compare and contrast the texts and traditions of Judaism and Islam with reference to violence. Barry will be teaching Religion 222 Introduction to Hebrew Bible in Spring 2017.

Mike Pikaart (Hope) and Lon Porter in chemistry: possible project in 3D Modeling.