Shaping the Future: Leveraging Technology to Create a Global - Dr. Hal Haskell

Shaping the Future: Leveraging Technology to Create a Global Learning Environment Hal Haskell

Southwestern University (USA) ΔΙΚΕΜΕΣ (College Year in Athens) American School of Classical Studies 1

Shaping the Future: Leveraging Technology to Create a Global Learning Environment Liberal Arts Mission • critical thinking skills • interaction among students and faculty

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21st Century Reality:

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21st Century Reality: • Traditional Liberal Arts model expensive. “value-added?”

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21st Century Reality: • Traditional Liberal Arts model expensive. “value-added?”

• Sirens’ seductive call to “distance learning,” MOOCs, etc. Tech = sexy 5

21st Century Reality: • Traditional Liberal Arts model expensive. “value-added?”

• Sirens’ seductive call to “distance learning,” MOOCs, etc. Tech = sexy • Global resources out there!

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21st Century Reality: • Traditional Liberal Arts model expensive. “value-added?”

• Sirens’ seductive call to “distance learning,” MOOCs, etc. Tech = sexy • Global resources out there!

• Students live in virtual world

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21st Century Challenge:

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21st Century Challenge: • yield and follow? (≠Odysseus)

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21st Century Challenge: • yield and follow? (≠Odysseus) • mission subverted by another agenda? (≠Odysseus)

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21st Century Challenge: • technology ≠the liberal arts mission?

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21st Century Challenge: • technology ≠ the liberal arts mission?

• fire and water?

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21st Century Challenge: • technology ≠ the liberal arts mission?

• fire and water?

• salty and sweet? (s/s credit: Dr. Pam Haskell) 14

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21st Century Challenge: • we must shape the future: exploit / leverage technology

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21st Century Challenge: • we must shape the future: exploit / leverage technology • mission remains the same • proactively change “delivery” 17

21st Century Challenge: • we must shape the future: exploit / leverage technology • mission remains the same • proactively change “delivery” • SUNOIKISIS

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Sunoikisis

Teaching across Campus Boundaries http://www.sunoikisis.org/ ďƒ˜ >80 institutions; > 130 faculty; > 400 students ďƒ˜ Southwestern a founding member 19

“Sunoikisis”

Thucydides in ref. to alliance formed by the cities of Lesbos (Methymna excluded) in their revolt against Athenian empire in 428 B.C.E. Plutarch re. Theseus gathering together towns of Attica into one πόλις 20

Sunoikisis

Classics: • philology, history, philosophy, epigraphy, architecture, art, chemistry/petrography, etc. • team-teaching across distance 21

Sunoikisis = teaching across distance ≠ “distance learning”

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Semester-long classes (synchronous; team-teaching):

• archaeological fieldschool (1999) • upper level Latin lit. (2000) • upper level Greek lit. (2001) 23

Undergraduate Research Symposia (2003) Center for Hellenic Studies, Washington (Harvard) 24

Archaeological Field Schools

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Semester-long classes

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Semester-long classes Synchronous sessions (1.5 hrs) • faculty lecture w/in expertise • discussion during class, with faculty modelling – faculty buy-in 27

Semester-long classes Synchronous sessions (1.5 hrs)

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Semester-long classes Synchronous sessions (1.5 hrs) Asynchronous exchanges

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Semester-long classes Synchronous sessions (1.5 hrs) Asynchronous exchanges On-Campus tutorials 30

Semester-long classes Faculty Seminars

Southwestern

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Semester-long classes Technology

Low Tech

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Semester-long classes Low Tech

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Semester-long classes Low Tech

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Semester-long classes Low Tech

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Semester-long classes Classroom Challenges: Initial student awkwardness in class although Adept in social networking situations (usually, not always, asynchronous) 36

Semester-long classes Classroom Challenges: Some synchronous (e.g. FaceTime)

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Semester-long classes Classroom Challenges: Expand students’ comfort zone in technologically-mediated space to include academic space

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Semester-long classes Strategies for class:

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Semester-long classes Strategies for class: Structured pauses: class content and asynchronous material

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Semester-long classes Strategies for class: Structured pauses: class content and asynchronous material inter-/intra-campus working groups 41

Semester-long classes Strategies for class:

Chat • visual cues not always clear • students/faculty to class leader • parallel, complementary conversations

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Semester-long classes Strategies for class: Chat

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Semester-long classes Asynchronous work (students’ comfort zone): essay prompts • Students and faculty – faculty buy-in • Structured Discussion based on material from previous and next class • At least two rounds of response (including to one another) 44

Semester-long classes Asynchronous work (students’ comfort zone): essay prompts

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Semester-long classes Asynchronous work (students’ comfort zone): essay prompts • Students and faculty • Structured Discussion based on previous and next class material • At least two rounds of response • Connects students / faculty virtually

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Undergraduate Research Center for Symposia Hellenic Studies (Harvard)

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Semester-long classes New sense of student ownership of space in academic setting

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Semester-long classes animated and interactive

very creative interaction students / faculty diverse geographical areas / disciplinary perspectives 49

Semester-long classes Why? Why? Why?

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Semester-long classes Why? Why? Why? faculty AND student collaborative work

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Semester-long classes Why? Why? Why? faculty AND student collaborative work interdisciplinarity 52

Semester-long classes Why? Why? Why? faculty AND student collaborative work interdisciplinarity pooling of expertise

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Semester-long classes Why? Why? Why? broaden horizons extend classroom walls > > broaden opportunities 54

Semester-long classes Why? Why? Why? broaden horizons extend classroom walls > > broaden opportunities team-teaching/learning to new level; classroom walls?

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Semester-long classes Why? Why? Why? “Just heard two capstones from Sarah Kinney and Neil Hampson today [29/4/2014].

“Pretty obvious, without asking, that the level of sophistication would have been impossible without their having had access to several Sunoikisis courses.” (T. Howe, SU Prof. of Art Hist.)

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Shaping the Future: Leveraging Technology to Create a Global Learning Environment

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