At the Intersections of Teaching, Learning, and Digital Technology: Assessing the Technology Fellows Program at Connecticut College
Abstract
Now in its second year of programming, the Technology Fellows Program (TFP) at Connecticut College brings faculty, librarians, and instructional technology staff together to explore the intersections of student learning and digital technologies. Over the course of three semesters, five faculty fellows have worked closely with instructional designers and librarians to explore how the integration of new technologies in course assignments, content delivery, and learning beyond the classroom can enhance the liberal arts experience. Through blended and progressive learning, the TFP aims to promote core course learning goals as well as increasingly critical meta-literacy skills across the curriculum. The successes of the program have thus far manifested in a series of intellectually rich and pedagogically reflexive workshops, an ever-growing excitement among the broader faculty for programming on innovative teaching, and the lessons learned in course-specific applications of digital technologies. In this presentation, we outline the collaborative framework of the TFP, discuss survey data addressing student familiarity with digital technologies at a liberal arts college (LAC), and highlight the ways in which we are assessing digitally enhanced curricula. Our discussion showcases the deep partnerships that our program fosters between faculty, Information Services, and other centers on campus such as the Connecticut College Center for Teaching and Learning. Finally, we present two case studies from faculty fellows who have undertaken blended learning projects in their respective courses on German Studies and East Asian History respectively. Dr. Suzuko Knott discusses the goals and challenges she faced in implementing two digital media assignments in her first year seminar, and Dr. Ann Marie Davis discusses preparations and outcomes in developing an online student exhibit of one of the College’s special collections
Session
Session 6A. Creating Institutional Support for Blended Learning and Tech-Enabled Teaching
Location
Dalton 300
Event Website
https://www.conncoll.edu/information-services/technology-services/teaching-and-learning-with-technology/technology-fellows-program/https://teachtechconncoll.wordpress.com/author/amdavisphd/https://teachtechconncoll.wordpress.com/author/jcwlibrarian/
Start Date
5-21-2015 10:30 AM
End Date
5-21-2015 11:45 AM
At the Intersections of Teaching, Learning, and Digital Technology: Assessing the Technology Fellows Program at Connecticut College
Dalton 300
Now in its second year of programming, the Technology Fellows Program (TFP) at Connecticut College brings faculty, librarians, and instructional technology staff together to explore the intersections of student learning and digital technologies. Over the course of three semesters, five faculty fellows have worked closely with instructional designers and librarians to explore how the integration of new technologies in course assignments, content delivery, and learning beyond the classroom can enhance the liberal arts experience. Through blended and progressive learning, the TFP aims to promote core course learning goals as well as increasingly critical meta-literacy skills across the curriculum. The successes of the program have thus far manifested in a series of intellectually rich and pedagogically reflexive workshops, an ever-growing excitement among the broader faculty for programming on innovative teaching, and the lessons learned in course-specific applications of digital technologies. In this presentation, we outline the collaborative framework of the TFP, discuss survey data addressing student familiarity with digital technologies at a liberal arts college (LAC), and highlight the ways in which we are assessing digitally enhanced curricula. Our discussion showcases the deep partnerships that our program fosters between faculty, Information Services, and other centers on campus such as the Connecticut College Center for Teaching and Learning. Finally, we present two case studies from faculty fellows who have undertaken blended learning projects in their respective courses on German Studies and East Asian History respectively. Dr. Suzuko Knott discusses the goals and challenges she faced in implementing two digital media assignments in her first year seminar, and Dr. Ann Marie Davis discusses preparations and outcomes in developing an online student exhibit of one of the College’s special collections
https://repository.brynmawr.edu/blended_learning/2015/2015/31