DLINQ Upcoming Events
Written by Evelyn Helminen
The Office of Digital Learning and Inquiry is involved in several events for the 2018-19 academic year. They include: a year-long conversation series for faculty to explore and address pedagogical and technical issues related to teaching and learning online, a mini-workshop series for the fall semester to help faculty explore digital pedagogy theory and practice in a number of ways, and a collaborative effort around digital fluency with the Digital Liberal Arts initiative and the College Library.
Summaries of several upcoming events are below, and you can find more information about all DLINQ events on our Events Page.
Teaching Online & Hybrid Conversation Series Kick Off
In this kick-off session, we invite interested faculty to share their experiences, concerns and excitements around online learning, and to join us in shaping the agenda for the ongoing conversation series. This is an informal learning and discussion session. No technical skills or technology required.
Wednesday, September 12, 2018
12:15-1:30 pm PT | 3:15-4:30 pm ET
Digital Learning Commons Design Space, McGowan 001 (Monterey, CA)
or online via Zoom
Designing Digital Assignments That Support Learner Variability
Looking for strategies to support the diverse learning needs that students bring to your classroom? In this session, we’ll use Universal Design for Learning as a framework to explore ways of using digital media and digital technologies to design assignments that account for learner variability and promote the success of all learners. We’ll also work together to identify barriers that might exist in our own assignments and address those barriers using the UDL principles.
Thursday, September 6, 2018
9:30-10:30 am PT | 12:30-1:30 pm ET
Wilson Media Lab (LIB 220) (Middlebury, VT)
or online via Zoom
Student-Centered Course Design using Canvas
In this interactive session, we will examine different methods for utilizing Canvas in ways that amplify the student experience and support student-centered learning. We will explore ways of minimizing the cognitive load that students face through thoughtful Canvas course site design, and learn about Canvas tools and teaching techniques that incorporate student voice.
Friday, September 14, 2018
11:00-noon PT | 2:00-3:00 pm ET
online via Zoom
Stay tuned for these sessions and more, from DLINQ.
Access, Privacy, and Practice — Reflections on Digital Pedagogy Lab, 2018 by Amy Slay
Written by Amy Slay
In that case, if you could just give me the keys to your house, as well as your social and mother’s maiden name, that would be great. We also tend to think of privacy as being controlled at the individual level, but privacy is also extremely relational. For example, anytime you download an app and allow it to access your contact book, that decision has implications for those contacts. What does that data point mean for your Black Lives Matter activist friend, or your undocumented neighbor, or your trans colleague?
Or, specific to an education context, I’ve also heard:
“Students don’t care about privacy — they’re putting all their information out there, anyway.”
They’re actually not putting all their information out there. The data collected and sold by platforms typically includes:
- given data — data that you provide/volunteer
- extracted data — data that is taken from you without you volunteering it (your location, for example, anytime you open the Facebook app)
- inferred data — assumptions that a platform makes about you based on the first two categories
“A weed is a plant that has mastered every survival skill except for learning how to grow in rows. ”
– Douglas Adams