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DLINQ Interns

DLINQ Interns are Middlebury students who are employed by DLINQ. They divide their time into three areas of work:

  • Lab support for Wilson Media Lab (Middlebury) and Digital Learning Commons (Monterey)
  • In-person and online consultations with other students, faculty, and staff
  • DLINQ project work

THE MISSION

DLINQ’s student engagement program is designed to provide opportunities for Middlebury students to work on meaningful and impactful digital projects. DLINQ Interns work with mentorship from DLINQ staff and are offered continuous learning opportunities. As such, the program is aligned with Middlebury’s strategic direction focused on developing students' digital fluency and critical engagement with the digital.

Interns offer support for the Middlebury community for a variety of software and digital tools, including: the Adobe Creative Suite, Microsoft Office, WordPress and website development, iMovie, Keynote, Powerpoint, and Prezi, as well as many others. In addition to offering technical support to faculty, staff, and students, Interns assist with DLINQ projects from departments across Middlebury.

LINQ UP WITH AN INTERN

See us in the Lab

The Wilson Media Lab (Middlebury, VT) and the DLC Learning Lab (Monterey, CA) are staffed by Interns during specified hours. Interns are available to help on topics such as: media creation software, learning tools, and other digital resources available inside and outside of the lab. Drop-ins are welcome.

Consultations

Interns provide consultations to other students, and occasionally to faculty, for topics on which they have expertise (e.g., media production, using software). When possible, we encourage scheduling a consultation with a DLINQ Intern to ensure that they are prepared to provide support.

Project Work

Interns are an integral part of DLINQ projects, including Studio projects, in coordination with DLINQ staff. In some cases, project work is part of a DLA-funded project, in coordination with DLA staff.

Blog posts by Interns

 

Students and critical instructional design
Being someone interested in exploring the potential of technology and digital tools to create positive change in the world, I found the intern position at the Office of Digital Learning 
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Critical Thinking in Language Teaching: A Rumination
Having spent a series of jam-packed days last week at Music City Center in Nashville at the annual convention of the American Council on the Teaching of Foreign Languages (ACTFL) 
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Attending to the information environment of the web: A call to action at Middlebury
Imagine this scenario: A toxic sludge has infiltrated Otter Creek, the river that runs through the heart of the town of Middlebury, Vermont. As you know, this river is important 
Read more.
MiddCreate Spotlight: Seo-Young Jun
MiddCreate is an initiative at Middlebury that offers faculty, staff, and students their own subdomain spaces and easy installation of  open-source applications such as WordPress, ownCloud, MediaWiki, Drupal, Known, Scalar, and 
Read more.
Deleting tweets (non-techie starts her personal information environmentalism journey–with lots of help)
Confession: I’m not a coder. I haven’t coded since grad school, when I learned how to write basic HTML so I could build wikis (back then, wikis required you to 
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On Retreating from Social Media
Social media has intentionally constructed a cultural belief system built around the assumption that if nobody sees it, it didn’t really happen. The perception of a public audience has become requisite to making human experience real.
Read more.
Pedagogical Implications of Modeling for Beginners
Learning is optimal for most human beings when they are given just enough structure to feel safe and just enough freedom to feel challenged. This, in my opinion, is the special sauce of meaningful learning design.
Read more.
Design and the beauty of palimpsests
Design matters in education. Instructional design–the design of learning experiences–matters. “Design matters because it is an intrinsically humanist discipline, tethered to the very core of why we exist. It frames 
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Plurilingualism and the Digital
The unconscious bias toward the monolingual and against the plurilingual is very much present in the digital realm. It has been frustrating to me as a language pedagogue that, at least at this moment in the development of digital tools such as WordPress, the screen serves to limit rather than amplify human plurilingualism.
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Notes from the Road: Digital Pedagogy Lab 2017
This week, I have the decided honor of attending, along with my colleagues Amy Collier and Sean Michael Morris from the Office of Digital Learning, the 2017 Digital Pedagogy Lab 
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Header photo by Adi Goldstein on Unsplash