FRANK LONGO & LISA L. JOHNSTON CENTENARY UNIVERSITY BEYOND THE TEXT CONVERGING CURRENT EVENTS & DIGITAL TECHNOLOGY FRANK LONGO & LISA L. JOHNSTON CENTENARY UNIVERSITY

CONNECTIVIST APPROACH Practical Learning in a Collaborative, Connected Space

Strategic Communications Tools WHY BLOGS? “Information architecture shapes the quality of the academic experience.” Peter Morville Strategic Communications Tools Dialogue as a learning method Carry over from one class to another Accountability and ownership Interdisciplinary potential Digital citizenship Dynamic and timely content

WHY CURRENT EVENTS? Dynamic content Mental dexterity “Learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring events.” P. B. Vaill Textbook Concepts Student Experiences Real World Events Faculty Guidance Dynamic content Mental dexterity Resistant to teleology

Let current events inform but not overwhelm the course. Be intentional about source selection. Use the text to keep the course grounded. Retain and logically extend learning objectives. Model analysis techniques for students. Keep repository of articles.

Select sources that promote effective habits of mind. Qualify sources. Account for publication date. Identify supporting and conflicting stories from other sources. Consider context. Make appropriate inferences.

Invite discovery through continuous engagement. Make material relevant to existing student knowledge. Move beyond the expected. Use multimodal content. Embrace active learning through the microlecture. Leverage social media.

Promote critical thought to further the dialogue. Set the stage. Ask the right questions. Model analytical thinking. Make effective use of hyperlinks. Encourage fluid outcomes.

IMPLEMENTATION CONSIDERATIONS Learning outcomes Role in the broader academic program Purpose Sequence of content knowledge Assessment rubrics Learning strategies

IMPLEMENTATION CONSIDERATIONS Learning outcomes Role in the broader academic program Purpose Sequence of content knowledge Assessment rubrics Learning strategies

OUR TAKEAWAYS Avoid assumptions about student ability. Habitual practice is not equivalent with skill. Remind students to think about academic work in a way that is not just about grades. Reimagine the role of the instructor as someone who occupies the same space as the student and does not have a monopoly on insight.

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