Middlebury's Office of Digital Learning and Inquiry (DLINQ) explores and creates digital practices and spaces that advance the transformative potential of education in students’ lives, and advances digital fluency and critical engagement with the digital at Middlebury.
We believe that, if education is to be a transformative force in students' lives, we must explore hopefully, but critically, the role technology/the digital plays in teaching and learning.
With this goal in mind, the DLINQ team aims to:
- Advance digital fluency and critical engagement with the digital at Middlebury. We recognize that “the digital” already pervades our lives and brings with it many opportunities, but also dangerous inequities, black box algorithms that obscure and manipulate what we see and do, and threats to students’ and our data. This organization will address the need for students, faculty, and staff to develop critical digital literacies as part of the criticality needed to combat those threats and become change agents toward a world we want to see.
- Advance the transformative potential of digital practices and spaces by exploring, partnering to work with, and engaging in conversations about digital technologies with Middlebury faculty, staff, and students.
DLINQ serves all of Middlebury, including the College in Middlebury, VT, the Institute in Monterey, CA, the Language Schools, Schools Abroad, the School of the Environment, and Bread Loaf School of English. By combining expertise in instructional design, pedagogical research, learning space design, animation and video production, and more, the team provides dynamic, strategic, and robust resources that are accessible to faculty, staff, and students across all of Middlebury's programs.
Why Work With Us?
- Cross the boundaries of your “siloed” program and meet people from other parts of Middlebury.
- Learn to make a website and improve your online presence.
- Come to our learning labs to work on a group project.
- Get 1-on-1 assistance, feedback, and advice from your peers.
- Make your online course materials more user-friendly and interesting.
- Get formatting help for your book project.
- Hold your class in a flexible, rearrangeable space.
- Learn about distance collaboration, flipped classrooms, and current pilot projects.
- Learn how to be an effective manager.
- Create a podcast or webinar.
- Find willing partners to participate in a new exciting initiative.
- Get ideas to spruce up your upcoming presentation.
- Meet other people and groups from across the Middlebury enterprise.
The Office for Digital Learning and Inquiry was formed in January 2018. It was created from the merger of three formerly separate groups: the Academic Technology Group at the College, Middlebury’s Office of Digital Learning, and the Digital Learning Commons at the Institute. The unification provided the opportunity to align work around a common mission and vision, focusing on providing a resource for all of Middlebury.
After the decision to create a unified organization, in late 2017, staff came together to begin realigning processes, develop new team relationships, and launch a robust organization in January 2018. We formed “tiny teams” (ad hoc specialized teams that nimbly advance high priority work) to address our web presence, intake and project management processes, communications, stakeholder engagement, and student employment programs. The leadership team met, and continues to meet, with partner organizations, like the Center for Teaching, Learning, and Research (CTLR), Information Technology Services (ITS), and the Libraries, to ensure those partnerships remain strong, and that services that engage faculty and students continue without interruptions.
DLINQ works closely with partners across the institution, including the Digital Liberal Arts initiative; the Center for Teaching, Learning, and Research; Information Technology Services, the Libraries; Student Creativity, Engagement, and Careers; and with the leaders of Middlebury’s academic programs. The team continues to welcome input and new partners.