At ELI 2017, Instructional Designers Erin DeSilva and Adam Nemeroff represented Team Access at Dartmouth College. Team Access is an inter-departmental group of staff from Classroom Technology, Educational Technology (Instructional Design), and Student Accessibility Services. Together, we work to improve access to learning experiences for all learners. The following is our poser we presented and the resources we frequently consult with through our work. ...continue reading "Our Poster and Resources: Access First! Igniting a Campus-wide Universal Design Mindset"
"How can I make my site great?" (or versions thereof) is one of the most commonly asked questions we receive.
Our answer is the following list of questions. We designed it to help you prepare your course according to current "best practices" in student learning and course design. Each is also grounded in the principles of Universal Design. You'll notice that there are many items here that you might consider addressing outside of Canvas - that's great too!
Many items include links for you to learn more about each particular topic. Please also feel free to contact your Instructional Designer to discuss any or all of these items! ...continue reading "Leveling Up Your Course Design Using Canvas"
Student feedback offered through mid-course evaluations provides a great opportunity to improve your course, both for yourself and your students. Read below to discover how to implement them in your class in five easy steps. ...continue reading "Mid-Course Evaluations"
When you manually add someone to your Canvas course, you can now change the role (and the associated privileges) without adding and removing the person from the course site.
Professor Cirnigliaro and her literature students have created an online, virtual museum. Read below to learn about her motivations, techniques, and recommendations!
Canvas is updated every three weeks. The next production release is scheduled for Saturday, October 31st. Please click here for the release notes, or watch the video below.
By Paul Christesen, Professor, of Ancient Greek History & Chair, Department of Classics
Note: Professor Paul Christesen has been one of the faculty teaching in the Berry Innovation Classroom (Carson 61), an active learning incubator space at Dartmouth.
Carson 61 has turned out to be a literally transformative teaching space. I have to confess that I began the semester with the expectation that the room and its capabilities would be quite helpful but I didn’t harbor larger hopes. However, as I was watching the students work today I fully realized for the first time just how great an impact the room has had on both the students and on me, and not just in the way we work, but also in the way we think.
First, the students sat and worked together in small groups the entire semester, in a space that facilitated face-to-face interaction among the group (while also enabling them to easily focus on another person or place outside their group as and when that was necessary).
Carson 61 made it possible for me to make small-group, active-learning exercises a fundamental part of the course. Furthermore, the students in each group got to know one another on an intellectual and personal level, and by the end of the semester had formed groups that worked very effectively and also had meaningful personal connections with each other.
Second, the easy access to equipment, in the form of both projectors and whiteboards, facilitated presentation and visualization of information, on both a small-group and whole-group basis. This equipment made working collaboratively more efficient and effective than I ever seen it happen before, and made sharing the results of collaborative work across the entire group much more feasible than in other previous classroom configurations.
Moreover, in the fifth or sixth week of the term, without planning it or really thinking about it, I started creating on-the-spot visual representations (in the form of flow charts) of the chains of historical cause-and-effect with which we were wrestling (specifically with respect to the reasons why the Persian War of 480-479 BCE and the Peloponnesian War of 431-404 BCE ended as they did). I had not previously done this, in nearly 20 years of teaching this material, but it proved to be tremendously helpful in helping the students think clearly and carefully about the complex issues they were confronting through their readings of Herodotus and Thucydides. The students picked this up immediately and without any encouragement from me, and, leveraging the projectors and whiteboards, began using it to very good effect in the active-learning, problem-solving exercises that they were carrying out on a small-group basis.
For our last class session, I asked each group to generate one complete cause-and-effect chain that ended with Spartan victory/Athenian defeat in 404. Every group, without any prompting from me, used their whiteboard and, over the course of 30 minutes of very active and productive discussion amongst the members of the group, created elaborate flow charts that beautifully visualized the hundreds of pages of text they had read and their analysis of that text. As I watched that unfold, it struck me that both the students and I had found a new, different, and better way of approaching texts that I’ve read literally dozens of times, and that they would certainly carry that approach to textual analysis with them going forward. It was a remarkable instance of a facilities-specific capability making itself felt in important ways even in the absence of any conscious planning.
Everything that is possible in a “normal” classroom is possible in an active learning classroom space such as this, and many things that are not possible otherwise suddenly become feasible.
Have you ever read a student's term paper or research paper and thought, "This is so good that the rest of the world should see it"? But how? Where? Read on for an assignment idea that you may like to try in your courses.
WHY ask students to contribute?
Professor Katherine Mirica (CHEM) knew that her CHEM 157 students had much to contribute to the world's knowledge base in the rapidly evolving field of nanomaterials. Learning objectives for students in this course include:
- Analysis and evaluation of the structure and properties of nanomaterials, including their capabilities and limitations
- Engagement in conversation, both local and global, about these materials
- Enhancement of scientific writing and presentation skills
A project asking students to develop and share their ideas by contributing to the world's biggest online encyclopedia, Wikipedia, helped Katherine's students to best meet these objectives. The students enthusiastically undertook this challenge, contributing to the world's knowledge base in a truly authentic manner.
Motivated by their own experiences with the content, and with Wikipedia, research began. One student commented about feeling glad to have a chance to contribute to Wikipedia in a meaningful way; he had used the site frequently himself. Frequently faculty warn students about using Wikipedia as a reference source; this is a very different approach.
HOW can students contribute?
Wikipedia was a perfect choice for this course because the information on these materials changes so quickly. Throughout the course of the term, students in CHEM157 went through the following steps:
- Selected a topic. Students were asked to pick a topic based not only on their interest, but by reviewing the existing information available on Wikipedia. Students were most interested in updating current entries that were vague, with minimal (or even incorrect) information.
- Created outlines. Students mapped their plans to present the information they discovered in their literature reviews and research on Wikipedia. They were asked to think about a global audience, using as many illustrations (either open access or created by the students) as possible.
- Draft of a Wikipedia page for peer review.
- Revise based on peer review and submit to Professor.
- Edit and post on Wikipedia!
- Share. Students also completed in-class presentations on their topic.
WHAT did students contribute?
Michael Ko worked on Wikipedia's page on Carbon Nanotubes. This was a great example of an older page (it's been around since 2001). Michael chose to work on this page because it was incomplete and out of date. He added a section on the modification of Carbon Nanotubes, citing a number of new papers that had been published since the page was last updated.
Selbi Nuryyeva had a different experience. Prior to her work, there was a Wikipedia entry for Phospherene, but since the material was just discovered in 2014, and the field is rapidly evolving, the page had much room for improvement. Selbi read about phosphorene in Scientific American at the beginning of term, and was motivated to learn more. She created images based on the research she read. When her classmate asked Selbi what was the most difficult aspect of the project, she replied, "Every time I stopped researching (in order to write the page), there was a bunch of new information!"
Click below to see the pages created by each of the Chem 157 Fall term students. PLEASE NOTE: These pages may have been edited since the students last posted - click the View History tab to learn how they've changed over time.
- Modified Carbon Nanotubes: Michael Ko
- Chemiresistors: Alyson Michael
- Polyaniline Nanofibers: Holger Moustakas
- Phosphorene: Selbi Nuryyeva
- Carbon quantum dots: Jun Cao
- Dynamic Covalent Chemistries - Robert Stolz
- 2d Polymers - Aylin Aykanat
Advice for trying this in your class
Professor Mirica and her students have some suggestions for those who might be attempting an assignment like this in the future. The first revolves around the challenge of editing information that has already been written. When attempting a massive change, the students were forced to consider the best ways to organize and present the story. When one student attempted to make major revisions but deleting what had been there, the student was flagged as a possible vandal by Wikipedia. Therefore:
Tip 1: Make incremental changes. Do not remove entire sections at once, but rather add as needed. Additionally, keep your text and references in another tool while working - large wiki pages can sometimes crash in the middle of your editing process.
Tip 2: Search images that are already on Wikipedia before creating your own - there is a wealth of illustrations that can be used to describe multiple phenomena.
Tip 3: Allow enough time to iterate drafts, find or create images, and give/receive feedback before posting a final version to Wikipedia.
Finally, watch what happens when your classroom meets the world!
"Throw Open the Doors" on the Humanities with MOOCs
On Friday October 16th, Dartmouth hosted faculty and instructors from several institutions teaching MOOCs (massive open online courses) in humanities disciplines. These teachers and scholars were joined by members of the Dartmouth community to discuss the particular challenges and opportunities related teaching a humanities course on a massive scale.
Participants were invited to consider the following questions:
- What does it mean to teach arts and Humanities disciplines for a global audience?
- How and why might we scale up learning opportunities up in the Arts and Humanities?
- How have instructors adapted new digital learning strategies for the Humanities residential classroom?
The dedicated faculty who spoke about their experiences provided much groundwork for continued conversation. There were some answers, some new questions, and a wealth of "teacher talk". And as good teachers know, the best conversations come from questions. Jed Dobson (Dartmouth) convened the presenters from a range of disciplines within the Humanities and provided context and opportunity for a fabulous discussion.
As someone entirely new to the Humanities, it was my pleasure to learn from these amazing folks. I'd like to share with you six big questions that were raised for me throughout the day.
By Barbara Mellert, Academic Technology Consultant
Apple released their next operating system, Mac o/s 10.11 which is called El Capitan, on Wednesday, September 30. It is available via download from the App store. New Macintosh computers sold after September 30th also have El Capitan installed.
We recommend that you wait until we have had time to test applications to be sure everything works before downloading. In the past, we've encountered issues with SPSS and also the VPN. Other applications that may be problematic include Parallels, EndNote, Matlab, some of the Adobe products, etc.
If you have questions, please contact your Academic Technology Consultant (ATC) or your division's computing support office. Contact information for your Arts & Sciences ATC can be found at: http://bit.ly/DartmouthATC