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Educating Problem-Solvers for Our Emerging Digital Ecosystem

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What skills, abilities, and habits of mind do today’s graduates need to navigate and solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon a model of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building an integrated curriculum that fosters self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.

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Educating Problem-Solvers for Our Emerging Digital Ecosystem

  1. 1. Educating Problem-Solvers for Our Emerging Digital Ecosystem Rebecca Frost Davis, October 30, 2020 Franklin Pierce University
  2. 2. APPROACH •What skills do students need to thrive in their personal, professional, and civic lives in our emerging digital ecosystem? •Vision for curriculum to build skills •Recommendations for implementing that vision
  3. 3. EMERGING DIGITAL ECOSYSTEM SHARE SKILL SUGGESTIONS IN THE CHATROOM
  4. 4. EARLY VOTING Austin, TX Wait Times for Early Voting Locations October 13, 2020 My wait on 10/16/20: 45 minutes Had to redo the scale: Green = 0-20; Yellow = 21-50; Red = over 50 minutes
  5. 5. DATA @FROSTDAVIS
  6. 6. PANDEMIC BAKING: FRENCH MACARONS
  7. 7. PARTICIPATORY CULTURE
  8. 8. TIK TOK “a viral Chinese video-sharing social networking service” (Wikipedia) Lorenz, Taylor, et al. “TikTok Teens and K-Pop Stans Say They Sank Trump Rally.” The New York Times, 14 Sept. 2020. NYTimes.com, https://www.nytimes.com/2020/06/21/style/ tiktok-trump-rally-tulsa.html.
  9. 9. NETWORKS
  10. 10. EMERGING Constant change Change management Resilience Lifelong Learning
  11. 11. EMERGING DIGITAL ECOSYSTEM • Shaped by networks, which are fundamentally social; • Characterized by horizontal access to creation and production; • Increasingly driven by data, algorithms, and artificial intelligence that personalize information for users and inform human judgment Bass & Eynon, “Open and Integrative”, (AACU, 2016) p. 13
  12. 12. STUDENTS & THE EMERGING DIGITAL ECOSYSTEM St. Edward’s University Topper Technology Survey, entering students, 2019
  13. 13. HOW DO YOU OR YOUR COLLEAGUES GIVE STUDENTS PRACTICE IN THE EMERGING DIGITAL ECOSYSTEM? ANSWER IN THE CHAT. • Networks • Digital creation • Data • Partnering with technology to solve problems.
  14. 14. GEMS General Education Maps and Markers Equity minded & digitally informed Prepares students for their personal, professional, and civic lives Digital Working Group
  15. 15. LEVY AND MURNANE, DANCING WITH ROBOTS
  16. 16. “ARE YOU READY FOR THE RISE OF 'HYBRID' JOBS?” 2018 Report by • The Business-Higher Education Forum • Workforce Analytics by Burning Glass The New Foundational Skills of the Digital Economy • Human Skills • Digital Building Blocks • Business Enablers
  17. 17. HUMAN SKILLS • Communication • Critical thinking • Collaboration • Analytical skills • Creativity DIGITAL BUILDING BLOCKS • Managing data • Software development • Computer programming • Analyzing data • Digital security & privacy BUSINESS ENABLERS • Business process • Project management • Digital design • Communicating data
  18. 18. GEMS DESIGN PRINCIPLES •Proficiency •Agency and Self-Direction •Integrative Learning and Problem-Based Inquiry •Equity •Transparency and Assessment
  19. 19. INTEGRATIVE LEARNING AND PROBLEM-BASED INQUIRY • Integration of curricular, cocurricular, and community-based learning, as well as prior learning experiences • In local, global, and virtual communities and networks • Demonstrate proficiencies through inquiry into unscripted questions and problems • “Signature work”
  20. 20. MCDONALD TERRITORY
  21. 21. PRINCIPLE 1: PROFICIENCY Colleges and universities should provide clear statements of desired learning outcomes for all students, as well as design curricula and experiences that lead to the development of proficiencies that are demonstrated at progressively higher levels. Baseline Core Distinguishing GROWING COMPETENCIES
  22. 22. SCAFFOLDING SIGNATURE WORK IN THE EMERGING DIGITAL ECOSYSTEM
  23. 23. CRITICAL READING THROUGH SOCIAL ANNOTATION WITH HYPOTHESIS
  24. 24. COMMUNITY-ENGAGED ANNOTATION
  25. 25. SCAFFOLDING ENGAGEMENT ACROSS NETWORKS Dunn, M. B. (2018). Using Social Network Analysis in the Classroom: An Experiential Activity and Tool to Enhance a Sense of Community. Management Teaching Review, 2379298118796600. https://doi.org/10.1177/23792981187966 00 Exploring social capital by analyzing their own networks in the classroom
  26. 26. CITIZEN SCIENCE iNaturalist app: http://www.inaturalist.org/
  27. 27. WILD BASIN BIODIVERSITY PROJECT
  28. 28. PLAYING WITH TEXT ANALYSIS http://rebeccafrostdavis.wordpress.com/2013/11/12/reflections-on-a-text-analysis-assignment/
  29. 29. REFLECTING ON PERSONAL DATA
  30. 30. INTEGRATIVE LEARNING: CONNECTING THEORY TO EXPERIENCE IN ELECTRONIC COMMUNITIES
  31. 31. STORYMAPPING HTTP://STORYMAPPING.BLOGS.MUHLENBERG.EDU/
  32. 32. WHAT WORKS FOR YOU? ANSWER IN THE CHAT. A. Digital scholarship B. Social annotation C. Network Analysis D. Mobile data gathering (citizen science) E. Text Analysis F. Personal data reflection G. Engaging electronic communities H. Wikistorming I. Storymapping
  33. 33. IMPLEMENTING
  34. 34. DIGITAL PEDAGOGY IN THE HUMANITIES
  35. 35. DIGITAL HUMANITIES NETWORK Grandjean, Martin. “A Social Network Analysis of Twitter: Mapping the Digital Humanities Community.” Cogent Arts & Humanities, vol. 3, no. 1, Apr. 2016, doi:10.1080/23311983.2016.1171458.
  36. 36. KEY CONCEPTS IN DIGITAL PEDAGOGY Openness Collaboration Play Practice Student Agency Identity
  37. 37. ADVICE DRAWN FROM THE DIGITAL PEDAGOGY COMMUNITY
  38. 38. Questions?

What skills, abilities, and habits of mind do today’s graduates need to navigate and solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon a model of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building an integrated curriculum that fosters self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.

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