A recent article in New York City’s Downtown Expresshighlighted the upcoming Project Rebirth documentary and plans for the Project Rebirth Educational Initiative, a collaborative effort by CNDLS and Columbia’s Center for New Media Teaching and Learning (CCNMTL). The author describes how the Rebirth interview footage has been used in teaching and research at Columbia and Georgetown, and explores future possibilities for educational applications of the footage.
More information on the Project Rebirth Educational Initiative can be found here. More information on the documentary film Project Rebirth, directed by Georgetown alumnus Jim Whitaker (COL’90), can be found here.
Videos from the plenary talks at the recent MAALLT-SEALLT language learning conference are now available. Visit the MAALLT website to view the talks “The Problem of Learning in the Post-Course Era” by CNDLS’ Randy Bass and “Teaching and Learning in Thirdspace” by Marist College’s Kevin Gaugler.
Georgetown will present 12 one-hour sessions from noon to midnight in the Leavey Center’s Sellinger Lounge. These sessions, organized primarily by students, will include experts in the fields of medicine, finance, art, and literature speaking about the past and present state of Haiti. CNDLS will share footage of January’s Haiti Forum as well as offering an information session on the upcoming JUHAN conference entitled “The Ethics of Humanitarian Action” (the conference will take place at Georgetown this June).
All events are free and open to the public. For more information, contact Caroline Williams.
Check out the Digital Storytelling Multimedia Archive, which presents the findings from a cross-campus study on student learning and digital storytelling in the humanities. The term “digital story” refers to a type of multimedia project that combines images, video, and audio to explore a particular theme. Faculty in a wide range of disciplines have found that digital story assignments can provide an interesting representation of student learning.
The site includes research on multimedia, social pedagogies, and affective learning; a grid which synthesizes the project findings; and video interviews with students and faculty from Georgetown and other institutions. Led by Michael Coventry and Matthias Oppermann, this research effort emerged from work done as part of the Visible Knowledge Project.
On February 19, CNDLS’ Eddie Maloney spoke at the Scholarly Communications Symposium on Social Media, along with Gerry McCartney (Purdue University) and Ulises Mejias (State University of New York at Oswego). At the event, which was held in Lauinger Library, the speakers addressed implications of social media for teaching and learning.
Last March, Randy Bass and Bret Eynon (LaGuardia Community College) shared their thoughts on teaching, learning, and technology as guest bloggers for The Chronicle of Higher Education‘s Wired Campus blog. Bass and Eynon had previously collaborated as co-editors of a special issue of Academic Commons, entitled New Media Technologies and the Scholarship of Teaching and Learning, which brought together case studies from the Visible Knowledge Project with vision pieces by scholars including Cathy Davidson and Michael Wesch.
In the Wired Campus blogs, Bass and Eynon ask why, “when it comes to innovations in teaching and learning, higher education seems like the last to know and the slowest to respond,” and offer ideas for how the higher education community might develop a culture of research and development for teaching and learning.
The 16th annual Teaching, Learning, and Innovation Summer Institute (TLISI) will take place during the week of May 24th. More information, including the full schedule, will be posted here when it becomes available. In the meantime, check out the TLISI 2009 Recap & Resources page for an idea of the types of workshops and sessions offered at TLISI.
Wednesday marks the first day of the MAALLT-SEALLT conference “Our Changing Environments: Cultivating New Spaces, Tools, and Ideas in Language Learning.” Wednesday’s pre-conference sessions will include a number of presentations by CNDLS staff and others on topics such as writing technologies, data visualization, and digital research portfolios.
Thursday morning will feature a keynote talk by CNDLS’ Randy Bass on “The Problem of Learning in the Post-Course Era.”
More information, including session abstracts, can be found here.
Creating ePortfolios, which are digital collections of student work, helps students to articulate their academic goals, make connections across disparate courses and disciplines, and reflect back on work done throughout their academic careers. Students’ ePortfolios can also function as electronic CVs, allowing students to showcase their work in a variety of media to prospective employers.
At Georgetown, ePortfolios have proved useful in a wide variety of programs and departments. For example, Natalie Khazaal’s students film themselves speaking Arabic for their ePortfolios. As she explains it, “the ePortfolios speak volumes to employers. They are a huge advantage over the paper résumé.” Betsi Stephen’s STIA students work on their ePortfolios over their entire Georgetown careers, which, as she says, “allows them to see the arc of their work and how it progresses over time. They’re able to make connections inside and outside the classroom, connecting their coursework to their study-abroad experiences, internships, and more.” Fellows in the Department of Family Medicine, with help from fellowship director Kim Bullock and department administrator Kathleen McNamara, use ePortfolios to draw connections among the clinical, teaching, and leadership components of their fellowships.