Welcome Summer 2018 DLINQ Interns Summer is finally here and the Office of Digital Learning & Inquiry is thrilled to have a number of student interns working on various projects [ … ]
MiddCreate Spotlight: Margaret Weber Written by Nadani Dixon Another MiddCreate Spotlight post! MiddCreate Spotlight is DLINQ’s newest blog series that features interesting MiddCreate sites created by Middlebury students, faculty or [ … ]
Fair warning: this is a little bit about wool. About textiles created with this natural fiber, using one’s hands accompanied by small tools to twist and combine long strands of it into complex shapes and patterns to be worn, wrapped, layered.
I am going to walk you through a little exercise to show how quickly mis/disinformation gets spread on the social media site Pinterest. This is the same exercise Mike Caulfield [ … ]
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) [ … ]
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 [ … ]
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 [ … ]
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.
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.
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 [ … ]