This collection of essays from the Visible Knowledge Project is edited by Randy Bass and Bret Eynon, who served together as the Project’s Co-Directors and Principal Investigators. The Visible Knowledge Project was a collaborative scholarship of teaching and learning project exploring the impact of technology on learning, primarily in the humanities. In all, about seventy faculty from twenty-two institutions participated in the Visible Knowledge Project over five years. Participating campuses included five research universities (Vanderbilt University, the University of Alabama, Georgetown University, the University of Southern California, Washington State University, and the Massachusetts Institute of Technology), four comprehensive public universities (Pennsylvania’s Millersville University, California State University (CSU)–Monterey Bay, CSU Sacramento, Ohio’s Youngstown State University, and participants from several four-year colleges in the City University of New York system, including City College, Lehman, and Baruch), and three community colleges (two from CUNY–Borough of Manhattan Community College and LaGuardia Community College, and California’s Cerritos College). In addition to campus-based teams, a number of independent scholars participated from a half dozen other institutions, such as Arizona State and Lehigh University.
The project began in June 2000 and concluded in October 2005. We engaged in several methods for online collaboration to supplement our annual institutes, including an adaptation of the digital poster-tool created by Knowledge Media Lab (Carnegie Foundation), asynchronous discussion, and web-conferencing. For more detailed information, see the VKP galleries and archives at http://crossroads.georgetown.edu/vkp/. Note: You can find pdf files formatted for printing attached at the end of each article.
This is a portrait of the new shape of learning with digital media, drawn around three core concepts: adaptive expertise, embodied learning, and socially situated pedagogies. These findings emerge from the classroom case studies of the Visible Knowledge Project, a six-year project engaging almost 70 faculty from 21 different institutions across higher education. Examining the scholarly work of VKP faculty across practices and technologies, it highlights key conceptual findings and their implications for pedagogical design. Where any single classroom case study yields a snapshot of practice and insight, collectively these studies present a framework that bridges from Web 1.0 to Web 2.0 technologies, building on many dimensions of learning that have previously been undervalued if not invisible in higher education.
Many teachers wonder what happens (or doesn’t happen) when students read text. What knowledge do students need, gain, or seek when reading? Through VKP’s early emphasis on technology experimentation, Sharona Levy adapted a proven reading method of annotation from paper to computer. Through using the comment feature in Word, students’ reading processes became more transparent, explicit, and traceable, allowing her to diagnose gaps in understanding and to encourage effective reading strategies.
How can we teach students to slow down their reading process and move beyond surface-level comprehension? Patricia O’Connor’s Appalachian Literature students co-constructed hypertexts which capture the connections readers make among assigned texts, reference documents, and multimedia sources. These hypertexts became more than artifacts of student work; rather, they became collaborative, exploratory spaces where implicit literary associations become explicit.
With increased online access to historical sources, will students “read history” differently among such artifacts as text, image, or video? Questioning his own assumptions of students’ abilities to analyze historical sources, Peter Felten conducted pedagogical investigations to understand student interpretation of a variety of sources. Designing the use of visual artifacts in the classroom helped students learn not only how to interrogate and interpret primary sources, but also how to construct original arguments about history. Students’ understanding of history deepened while they became emotionally engaged with the material.
Rather than simply using primary source images as illustrations for his course on Power, Race, and Culture in the U.S. City, David Jaffee wanted to teach his students how to interpret visual texts as a historian would. By paying close attention to his students’ readings of images, Jaffee was able to develop ways to scaffold their analysis, teaching them how to move beyond “looking” at isolated images to “seeing” historical context, connection and complexity.
Effective habits of research begin early and should be practiced often. Unearthing discoveries, making connections, and evaluating judiciously are research traits valued by Taimi Olsen in her first-year composition course. Not only should these research habits exist in the library, but Olsen advocates the application of these habits in online archives hones students’ abilities to become expert researchers.
Clicker technology, often used in large-enrollment science courses, works well when every question has a single right answer. Lynne Adrian wanted to find out whether clickers could be used in disciplines which raise more questions than answers, and how illuminating the gray areas between “right” and “wrong” could help her students think critically about American studies. She found that the technology allowed her to preserve traces of the otherwise ephemeral class discussions, enabling her to analyze the types of questions she was asking in class and to track their effects on students’ written work throughout the semester.
What happens when the discussion board goes from being just an assignment to a springboard for intellectual community? Foreseeing many benefits to cultivating discussion among his English students, Ed Gallagher worked to develop frameworks to articulate why discussion is not only central to the learning process in the classroom but also beyond its walls. A higher level of critical analysis, reflection, and a synthesis of multiple perspectives turned class discussions into artful conversations.
In this essay Heidi Elemendorf and John Ottenhoff discuss the central role that intellectual communities should play in a liberal education and the value of conversation for our students, and we explore the ways in which web-based conversational forums can be best designed to fully support these ambitious learning goals. Coming from very different fields (Biology and English Literature) and in different course contexts (Microbiology course for non-majors and Shakespeare seminar), they nonetheless discover core values and design issues by looking closely at the discourse produced from online discussions. Centrally, they connect what they identify as expert-like behavior to the complexities of intellectual development in conversational contexts.
Paula Berggren struggled to engage her students in critical thinking about unfamiliar art forms, until she posed a simple question on the class’s online discussion board: “Why do people dance?” She found that the students’ responses, rather than being just less-polished versions of what they might write in formal essays, warranted close analysis in their own right. In subsequent teaching, Berggren continues to incorporate some version of a middle space for student work, which not only increases students’ engagement but also allows her to observe and document their thought processes.
Sometimes the research question you ask isn’t the one you end up answering. Elizabeth Stephen recounts how a debate about the use of films in a freshman seminar led to an experiment in forming a community of scholars which could be sustained over time and across distances. Creating online spaces for students in this group to share their reflections with one another strengthened the ties among them, while allowing Stephen to analyze the multiple elements, both academic and social, which made this a successful learning community.
Confronting the challenge of improving student writing in a large sociology class, Juan José Gutiérrez developed a software-based peer review process. He required students to evaluate one another’s papers based on specific criteria and to provide constructive feedback. He found that not only did this process help with the logistics of paper-grading, but it also allowed him to adapt his teaching to address specific concerns indicated by qualitative and quantitative analysis of the peer reviews.
Discovering how digital stories engage students in critical, theoretical frameworks lives at the center of Rina Benmayor’s work. Through her course, Latina Life Stories, Rina asked each student to tell his or her own life story digitally and then situate the story within a theoretical context. While this process engaged students to theorize creatively, it also allowed her to document methods to recognize the quality of student work resulting in a flexible and intuitive rubric to use beyond this experience.
Two instructors from separate disciplines discuss what happens when alternative multimedia assignments replace traditional papers. Peter Burkholder found the level of engagement to change dramatically in his history courses while Anne Cross experienced new avenues for talking about sensitive subjects in sociology. Together, both professors explore the advantages and opportunities for video assignments that challenge students to synthesize information in critical and innovative ways.
Traditionally, academic institutions have segregated multimedia production from disciplinary study. Bernie Cook wondered what his American Studies students would learn from working collaboratively to produce documentary films based on primary sources, and what he in turn might find out about their learning in the process. Students created documentary films on local history, and wrote reflections on their creative and critical process. Not only did students report tremendous engagement with the topics and sources for their projects, they also indicated satisfaction at being able to screen their work for an audience. By allowing his students to become producers of content, Cook enables them to participate fully in the intellectual work of American Studies and Film Studies.
Viet Thanh Nguyen reflects on a three-year experiment in assigning multimedia projects in courses designed around the question “How do we tell stories about America?” Determined to integrate multimedia conceptually into his courses, rather than tacking it onto existing syllabi, Nguyen views multimedia as primarily a pedagogical strategy and secondarily a set of tools. Exploring challenges and opportunities for both students and teachers in using multimedia, he outlines principles for teaching with multimedia, and concludes that, while not for everyone, multimedia can potentially create a transformative learning experience.
What does it mean for two community college colleagues, teaching in very different disciplines, to work together on a Scholarship of Teaching and Learning (SoTL) project? What happens when they join together to examine their students’ work, their individual teaching practice, and the possibilities for collaborative research? And what do they learn when they undertake an electronic publication of that work in a digital gallery?
What happens if we shift the focus of our teaching and learning innovations from a single classroom to an entire institution? What new kinds of questions and possibilities emerge? Can an entire college break boundaries, moving from a focus on “what teachers teach” to a focus on “what students learn?” Can we think differently about student learning if we create structures that enable thousands of students to use new media tools to examine their learning across courses, disciplines, and semesters? Bret Eynon explores these questions as he analyzes the college-wide ePortfolio initiative at LaGuardia Community College. Studying individual portfolios and focus group interviews, he also examines quantitative outcomes data on engagement and retention to better consider ePortfolio’s impact on student learning.
Michael Coventry and Matthias Oppermann draw on their work with student-produced digital stories to explore how the protocols surrounding particular new media technologies shape the ways we think about, practice, and represent work in the scholarship of teaching and learning. The authors describe the Digital Storytelling Multimedia Archive, an innovative grid they designed to represent their findings, after considering how the technology of delivery could impact practice and interpretation. This project represents an intriguing synthesis of digital humanities and the scholarship of teaching and learning, raising important questions about the possibilities for analyzing and representing student learning in Web 2.0 environments.
Does multimedia scholarship add academic value to a liberal arts education? How do we know? Looking back at the history of the Honors Program in Multimedia Scholarship at USC, Mark Kann draws on his own teaching experience, discussions with other faculty members, and the university’s curriculum review process to explore these questions. He describes the process of developing the program’s academic objectives and assessment criteria, and the challenges of gathering evidence for his intuitions about the effects of multimedia scholarship. Finally, Kann reports on the program’s first student cohort and looks ahead to the future of multimedia at USC.