New Dates for Web 2.0 Workshops

Please note the following new dates for the Spring Web 2.0 workshops, which will be presented in collaboration with the Gelardin New Media Center: Microblogging: Tuesday, February 2nd, 11-12 Social Bookmarking: Tuesday, March 2nd, 11-12 Data Visualization: Tuesday, April 6th, 11-12 GeoInfo/Google Earth: Tuesday, May 4th, 11-12 For more information or to register, please visit the Gelardin New Media Center Workshops page.

Please note the following new dates for the Spring Web 2.0 workshops, which will be presented in collaboration with the Gelardin New Media Center.

Please note the following new dates for the Spring Web 2.0 workshops, which will be presented in collaboration with the Gelardin New Media Center:

Microblogging: Tuesday, February 2nd, 11-12
Social Bookmarking: Tuesday, March 2nd, 11-12
Data Visualization: Tuesday, April 6th, 11-12
GeoInfo/Google Earth: Tuesday, May 4th, 11-12

For more information or to register, please visit the Gelardin New Media Center Workshops page.

Spring Blackboard Training

Each semester, CNDLS offers Blackboard training sessions on a variety of topics, including Blackboard basics, communication and collaboration tools, assignments, and assessment tools. The presenters cover not only the technical aspects of Blackboard use, but also pedagogical strategies and best practices. Faculty can also request customized training and individual consultations at any time through the Blackboard Help Request Form. For more information or to register for upcoming workshops, please visit the Blackboard Training page.

Each semester, CNDLS offers Blackboard training sessions on a variety of topics, including Blackboard basics, communication and collaboration tools, assignments, and assessment tools.

Each semester, CNDLS offers Blackboard training sessions on a variety of topics, including Blackboard basics, communication and collaboration tools, assignments, and assessment tools. The presenters cover not only the technical aspects of Blackboard use, but also pedagogical strategies and best practices. Faculty can also request customized training and individual consultations at any time through the Blackboard Help Request Form.

For more information or to register for upcoming workshops, please visit the Blackboard Training page.

Announcing the Provost’s Seminar on Teaching & Learning: January 19-21

This year, the Provost's Seminar on Teaching and Learning will offer three opportunities for faculty to participate in ongoing discussions about teaching, learning and the curriculum. Tuesday, January 19th, 10-12 English Dept. Conference Room, New North 311 “A Systematic Approach to Improving the Quality of Undergraduate Theses” Featuring: Julie Reynolds, Department of Biology, Duke University Wednesday, January 20th, 1-3 Philosophy Dept. Conference Room, New North 204 “New Approaches for Improving Student Engagement in Large Enrollment Classes” Thursday, January 21, 10:30-1:00 Riggs Library “Big Concepts and Instructional Bottlenecks: the ‘Decoding the Disciplines’ Approach” Featuring: David Pace, Professor of History and Co-Director of the Freshman Learning Project, University of Indiana For more information, see this description of the events.

This year, the Provost's Seminar on Teaching and Learning, which will take place January 19-21, will offer three opportunities for faculty to participate in ongoing discussions about teaching, learning and the curriculum.

This year, the Provost’s Seminar on Teaching and Learning will offer three opportunities for faculty to participate in ongoing discussions about teaching, learning and the curriculum.

Tuesday, January 19th, 10-12
English Dept. Conference Room, New North 311
“A Systematic Approach to Improving the Quality of Undergraduate Theses”

Featuring: Julie Reynolds, Department of Biology, Duke University

Wednesday, January 20th, 1-3
Philosophy Dept. Conference Room, New North 204
“New Approaches for Improving Student Engagement in Large Enrollment Classes”

Thursday, January 21, 10:30-1:00
Riggs Library
“Big Concepts and Instructional Bottlenecks: the ‘Decoding the Disciplines’ Approach”
Featuring: David Pace, Professor of History and Co-Director of the Freshman Learning Project, University of Indiana

For more information, see this description of the events.

Spring Web 2.0 Workshops

Please note that the dates for these workshops have changed since the original posting. These are the correct dates. CNDLS is pleased to announce a new series of spring workshops focusing on Web 2.0 tools. These Friday workshops, which will be presented in collaboration with the Gelardin New Media Center, will be open to Georgetown faculty, staff, and students.  At each workshop, presenters will introduce a particular set of tools and lead a discussion on how these tools might be useful in educational contexts.

In addition to the Web 2.0 Workshops, CNDLS’ Rob Pongsajapan and Marie Selvanadin will present introductory workshops on blogs and wikis. Each of these workshops will be offered twice.
  • Introduction to Wikis Thursday, February 4th,  10:00-12:00 and Wednesday, March 24th,  10:00-12:00; Picchi Multimedia Room, Lauinger Library
For more information or to register, please visit the Gelardin New Media Center Workshops page.

CNDLS is pleased to announce a new series of spring workshops focusing on Web 2.0 tools, to be presented in collaboration with the Gelardin New Media Center.

Please note that the dates for these workshops have changed since the original posting. These are the correct dates.

CNDLS is pleased to announce a new series of spring workshops focusing on Web 2.0 tools. These Friday workshops, which will be presented in collaboration with the Gelardin New Media Center, will be open to Georgetown faculty, staff, and students.  At each workshop, presenters will introduce a particular set of tools and lead a discussion on how these tools might be useful in educational contexts.

In addition to the Web 2.0 Workshops, CNDLS’ Rob Pongsajapan and Marie Selvanadin will present introductory workshops on blogs and wikis. Each of these workshops will be offered twice.

  • Introduction to Wikis
    Thursday, February 4th,  10:00-12:00 and Wednesday, March 24th,  10:00-12:00; Picchi Multimedia Room, Lauinger Library

For more information or to register, please visit the Gelardin New Media Center Workshops page.

Students, Technology, and Contemplation

A recent article in the Washington Post highlighted some of the issues surrounding students, technology, and contemplation explored at  CNDLS' December 2008 Symposium "Teaching to Connect the Heart and Mind" and by last semester's guest speaker David Levy in his talk "No Time to Think."  The article quotes Symposium keynote speaker Arthur Zajonc, who refers to "the very hurried world of gadgets [students] normally live in." For more on this topic, see the "Teaching to Connect the Heart and Mind" Symposium website, which includes a wide variety of resources. You may also be interested in this blog post by CNDLS' Daryl Nardick.

A recent article in the Washington Post highlighted some of the issues surrounding students, technology, and contemplation explored by last semester's guest speaker David Levy in his talk "No Time to Think" and at CNDLS' December 2008 Symposium "Teaching to Connect the Heart and Mind."

A recent article in the Washington Post highlighted some of the issues surrounding students, technology, and contemplation explored at  CNDLS’ December 2008 Symposium “Teaching to Connect the Heart and Mind” and by last semester’s guest speaker David Levy in his talk “No Time to Think.”  The article quotes Symposium keynote speaker Arthur Zajonc, who refers to “the very hurried world of gadgets [students] normally live in.”

For more on this topic, see the “Teaching to Connect the Heart and Mind” Symposium website, which includes a wide variety of resources. You may also be interested in this blog post by CNDLS’ Daryl Nardick.

International Conference Presentation on MyDante and Ellipsis

In December, CNDLS' Eddie Maloney and Theresa Schlafly, along with Frank Ambrosio (Philosophy), traveled to Florence, Italy to present a paper on the MyDante and Ellipsis projects at a conference co-sponsored by the Fondazione Rinascimento Digitale, Minstero per i Beni e le Attività Culturali, and the Library of Congress.  More information on the conference, entitled "Empowering users: an active role for user communities," can be found here. The paper written by Eddie, Frank, Theresa, and CNDLS' Bill Garr, entitled "MyDante and Ellipsis: Defining the User's Role in a Virtual Reading Community," can be found here.

In December, CNDLS' Eddie Maloney and Theresa Schlafly, along with Frank Ambrosio (Philosophy), traveled to Florence, Italy to present a paper on the MyDante and Ellipsis projects at a conference.

In December, CNDLS’ Eddie Maloney and Theresa Schlafly, along with Frank Ambrosio (Philosophy), traveled to Florence, Italy to present a paper on the MyDante and Ellipsis projects at a conference co-sponsored by the Fondazione Rinascimento Digitale, Minstero per i Beni e le Attività Culturali, and the Library of Congress.  More information on the conference, entitled “Empowering users: an active role for user communities,” can be found here.

The paper written by Eddie, Frank, Theresa, and CNDLS’ Bill Garr, entitled “MyDante and Ellipsis: Defining the User’s Role in a Virtual Reading Community,” can be found here.

Assessment 2.0

In the following post, CNDLS Graduate Associate Lindsay Pettingill addresses the challenges of assessment in the digital age and shares a helpful resource. More and more educators are integrating digital technologies into their teaching, finding new and diverse ways to reach out to students and enrich their learning experiences. Students are regularly tasked with assignments that differ widely from the traditional essay model, whether by contributing to a Digital Commons course blog, creating a multimedia digital story, producing audio blurbs in the style of NPR stories, or annotating an online version of Dante’s Divine Comedy. These assignments enhance students’ abilities to create and share knowledge – vital skills for competing in a globalized economy. But while our classrooms are adapting to the necessities of the 21st century, our assessments are often stuck in the Stone Age. If our students are expected to master new skills—moving from the recitation of facts towards the creation of knowledge, for example—we need to develop new ways of measuring and evaluating those skills. But how can we develop assessments that accurately measure these new ways of learning and knowing? A good place to start the conversation is online. HASTAC (Humanities, Arts, Science and Technology Advanced Collaboratory) has initiated a forum which invites discussion, collaboration, and commentary around Assessment 2.0. Visit the site, share your ideas, and be a part of a frontier movement in education. CNDLS staff members are happy to be a part of this conversation with you. Please contact us with any ideas or questions you may have!

In the following post, CNDLS Graduate Associate Lindsay Pettingill addresses the challenges of assessment in the digital age and shares a helpful resource.

In the following post, CNDLS Graduate Associate Lindsay Pettingill addresses the challenges of assessment in the digital age and shares a helpful resource.

More and more educators are integrating digital technologies into their teaching, finding new and diverse ways to reach out to students and enrich their learning experiences. Students are regularly tasked with assignments that differ widely from the traditional essay model, whether by contributing to a Digital Commons course blog, creating a multimedia digital story, producing audio blurbs in the style of NPR stories, or annotating an online version of Dante’s Divine Comedy.

These assignments enhance students’ abilities to create and share knowledge – vital skills for competing in a globalized economy. But while our classrooms are adapting to the necessities of the 21st century, our assessments are often stuck in the Stone Age. If our students are expected to master new skills—moving from the recitation of facts towards the creation of knowledge, for example—we need to develop new ways of measuring and evaluating those skills. But how can we develop assessments that accurately measure these new ways of learning and knowing?

A good place to start the conversation is online. HASTAC (Humanities, Arts, Science and Technology Advanced Collaboratory) has initiated a forum which invites discussion, collaboration, and commentary around Assessment 2.0. Visit the site, share your ideas, and be a part of a frontier movement in education. CNDLS staff members are happy to be a part of this conversation with you.

Please contact us with any ideas or questions you may have!

Update on Project Rebirth

Colleen Kearns, an undergraduate research assistant working on Project Rebirth, shares this update on a recent event at the Berkley Center. Faculty, alumni, and students gathered at Georgetown’s Berkley Center for Religion, Peace, and World Affairs on Monday, November 16 for a preview of the National September 11 Memorial & Museum, which will be built where the Twin Towers once stood in Lower Manhattan. CNDLS, working with Columbia University’s Center for New Media Teaching and Learning, is developing the Project Rebirth Learning Collaboratory, an online social environment for studying documentary footage about 9/11. At the event, Caitlin Olson, the director of program partnerships and initiatives at the National September 11 Memorial & Museum, shared information about the site’s design,  construction, and future exhibits.  Brian Rafferty (COL ’79), chairman of Project Rebirth, updated students and faculty on the progress of the Project Rebirth documentary film—also entitled Project Rebirth— which is scheduled to be released in 2010. He also showed a four-minute clip of the film, which is directed by Georgetown alumnus Jim Whitaker (COL ’90). CNDLS’ Randy Bass, who is in his third year of working with Project Rebirth, discussed how he’s been using the project in his first-year writing classes. He stressed the importance of building a robust, digital library to cultivate a powerful virtual learning environment for study of the Project Rebirth resources. Michael Kessler, a visiting assistant professor of Government and the assistant director of the Berkley Center, spoke about the collaboration between the Berkley Center and the National September 11 Memorial & Museum. The two institutions recently sponsored a faculty panel called “After September 11th: Change in the Academy?” that explored how 9/11 has affected various academic disciplines.

Faculty, alumni, and students gathered at Georgetown’s Berkley Center for Religion, Peace, and World Affairs on Monday, November 16 for a preview of the National September 11 Memorial & Museum, which will be built where the Twin Towers once stood in Lower Manhattan.

Colleen Kearns, an undergraduate research assistant working on Project Rebirth, shares this update on a recent event at the Berkley Center.

Faculty, alumni, and students gathered at Georgetown’s Berkley Center for Religion, Peace, and World Affairs on Monday, November 16 for a preview of the National September 11 Memorial & Museum, which will be built where the Twin Towers once stood in Lower Manhattan. CNDLS, working with Columbia University’s Center for New Media Teaching and Learning, is developing the Project Rebirth Learning Collaboratory, an online social environment for studying documentary footage about 9/11.

At the event, Caitlin Olson, the director of program partnerships and initiatives at the National September 11 Memorial & Museum, shared information about the site’s design,  construction, and future exhibits.  Brian Rafferty (COL ’79), chairman of Project Rebirth, updated students and faculty on the progress of the Project Rebirth documentary film—also entitled Project Rebirth— which is scheduled to be released in 2010. He also showed a four-minute clip of the film, which is directed by Georgetown alumnus Jim Whitaker (COL ’90).

CNDLS’ Randy Bass, who is in his third year of working with Project Rebirth, discussed how he’s been using the project in his first-year writing classes. He stressed the importance of building a robust, digital library to cultivate a powerful virtual learning environment for study of the Project Rebirth resources. Michael Kessler, a visiting assistant professor of Government and the assistant director of the Berkley Center, spoke about the collaboration between the Berkley Center and the National September 11 Memorial & Museum. The two institutions recently sponsored a faculty panel called “After September 11th: Change in the Academy?” that explored how 9/11 has affected various academic disciplines.

AT Teaching Circle Sparks Conversations and Builds Community

CNDLS Graduate Associate Laura Chasen, who helps to coordinate Faculty Programs and Apprenticeship in Teaching workshops, shares the following update on this semester's pilot of the AT Teaching Circle. After conducting preliminary assessment interviews for the Apprenticeship in Teaching Program, the AT team noticed a recurring theme in participants’ answers; they want to feel like they are part of a cohort or student community as they travel through the program.  John Rakestraw, CNDLS Director of Faculty Programs, has also long desired that a stronger mentor/mentee relationship develop in the AT Program.  Early this summer, the CNDLS team began imagining how we could blend these desires and incorporate them into the program.  The result – this fall’s pilot of the AT Teaching Circle. A small group of graduate students and one post-doctoral fellow committed to meeting three times over the course of the semester to discuss their past and present teaching experiences.  Rakestraw served as group facilitator.  While he  framed each discussion around a central question, or a selected reading, he allowed the students to focus the conversation around their teaching interests and concerns.  Discussion topics ranged from classroom management to dealing with differing political and religious beliefs in the classroom.  Students directed discussion according to teaching experiences they encountered throughout the semester.  One student expressed that participating in this kind of open, small-group discussion allowed her to air specific concerns and get helpful advice that she could directly apply to her teaching.  Participants were able to test new ideas developed in the discussions and then report back to the group about the effects of what they had tried.  Another student noted that as “a new teacher, so many issues come up,”  explaining that it was helpful “to hear from others with similar levels of experience.” Throughout the course of the semester this small group of graduate students and their mentor developed a sense of camaraderie and genuine interest in each other’s academic disciplines and personal lives.  In fact, at the end of the semester, the only major complaint expressed on the evaluations was that this group did not get to meet often enough.  Plans call for the Teaching Circle to continue in future semesters.

After conducting preliminary assessment interviews for the Apprenticeship in Teaching Program, the AT team noticed a recurring theme in participants’ answers; they want to feel like they are part of a cohort or student community as they travel through the program.

CNDLS Graduate Associate Laura Chasen, who helps to coordinate Faculty Programs and Apprenticeship in Teaching workshops, shares the following update on this semester’s pilot of the AT Teaching Circle.

After conducting preliminary assessment interviews for the Apprenticeship in Teaching Program, the AT team noticed a recurring theme in participants’ answers; they want to feel like they are part of a cohort or student community as they travel through the program.  John Rakestraw, CNDLS Director of Faculty Programs, has also long desired that a stronger mentor/mentee relationship develop in the AT Program.  Early this summer, the CNDLS team began imagining how we could blend these desires and incorporate them into the program.  The result – this fall’s pilot of the AT Teaching Circle.

A small group of graduate students and one post-doctoral fellow committed to meeting three times over the course of the semester to discuss their past and present teaching experiences.  Rakestraw served as group facilitator.  While he  framed each discussion around a central question, or a selected reading, he allowed the students to focus the conversation around their teaching interests and concerns.  Discussion topics ranged from classroom management to dealing with differing political and religious beliefs in the classroom.  Students directed discussion according to teaching experiences they encountered throughout the semester.  One student expressed that participating in this kind of open, small-group discussion allowed her to air specific concerns and get helpful advice that she could directly apply to her teaching.  Participants were able to test new ideas developed in the discussions and then report back to the group about the effects of what they had tried.  Another student noted that as “a new teacher, so many issues come up,”  explaining that it was helpful “to hear from others with similar levels of experience.”

Throughout the course of the semester this small group of graduate students and their mentor developed a sense of camaraderie and genuine interest in each other’s academic disciplines and personal lives.  In fact, at the end of the semester, the only major complaint expressed on the evaluations was that this group did not get to meet often enough.  Plans call for the Teaching Circle to continue in future semesters.

Joan Riley Named D.C.’s Professor of the Year

Congratulations to Joan Burggraf Riley (NHS), who was chosen by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE) as D.C.'s Professor of the Year. Riley has collaborated extensively with CNDLS through her leadership role with the Engelhard Project.   (The D.C. Professor of the Year for 2009, Jim Sandefur (Mathematics), is also an Engelhard Faculty Fellow.) Riley explains: “I teach because I find fulfillment in being part of an academic community dedicated to students’ development in a climate marked by intellectual curiosity, openness, diversity, respect and support.” For more on Riley and her approach to teaching, see this article from the Blue & Gray.

Congratulations to Joan Burggraf Riley (NHS), who was chosen by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE) as D.C.'s Professor of the Year.

Congratulations to Joan Burggraf Riley (NHS), who was chosen by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE) as D.C.’s Professor of the Year. Riley has collaborated extensively with CNDLS through her leadership role with the Engelhard Project.   (The D.C. Professor of the Year for 2009, Jim Sandefur (Mathematics), is also an Engelhard Faculty Fellow.)

Riley explains: “I teach because I find fulfillment in being part of an academic community dedicated to students’ development in a climate marked by intellectual curiosity, openness, diversity, respect and support.” For more on Riley and her approach to teaching, see this article from the Blue & Gray.