Episode 41 – Virtual Experiential Learning

Wired Ivy Footnotes

It’s especially appropriate that we’re taking a deeper dive into the topic of virtual field experiences on this Wired Ivy Footnotes episode because as I’m speaking, early in May 2022, Dan is in Europe having just completed a study abroad experience with a group of our students in Finland and Estonia, and he’s just started to working with a second group of students in Switzerland and Italy. 

As he mentioned in the previous episode, which featured his interview with Karen Edwards and Sandy Strick of University of South Carolina, and Tori Ellenberger of Deakin University in Melbourne, Australia, Dan was so anxious to use some of their ideas for virtual study abroad content that he re-wrote his pre-departure lessons immediately following that conversation..

He’ll report on how that new approach landed with students, and whether he was able to observe any immediate benefits compared to previous trips he’s lead, in an upcoming Summer Shorts episode. But before Dan left, he and I made some time to discuss what we see as a few potential long-term opportunities and benefits that could result from continuing to blur the line between in-person and virtual experiential learning.


#41: Virtual Experiential Learning

Dan and Kieran revisit the ideas shared by our Episode 40 guests for incorporating virtual content into experiential learning activities, including study abroad and other field trips.

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#40: www.globetrotters.edu

Faced with university travel bans and course rosters full of students who were counting on study abroad programming and credit hours, Karen Edwards and Sandy Strick of the University of South Carolina, and Tori Ellenburger of Australia’s Deakin University, shifted gears from globetrotting to web surfing with barely a tap on the clutch pedal.

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#36: Made to Measure

Academic integrity shouldn’t begin with crime and punishment. It should start with sense and sensibility. Dan and Kieran discuss some of the problems inherent when students are measured with isolated assessments that prioritize performance over mastery.

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I never teach my pupils. I only attempt to provide the conditions in which they can learn. ~ Albert Einstein


#19: De-Tooling BIO Lab

Look past the equipment in an academic wet lab classroom — the pipettes, autoclave, centrifuge, DNA sequencer, gel and blot imaging station, incubators, microscopes —…

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#15: Field & Screen

With video conferencing fatigue taking a toll on students and faculty alike, what better time to consider adding some physically active assignments to your syllabus?  Our guest for this week’s episode, Jim Egenrieder of Virginia Tech, provides inspiration and tips for integrating Field & Screen. 

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#8: Anytime, Anywhere

Michael Carey, chair of the Department of Organizational Leadership in the School of Leadership Studies at Gonzaga University, discusses how leadership is learned through an online curriculum, as well as the importance of online communication skills and how they carry over to professional work. 

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#23: Anatomy of a Lesson

It’s summertime, and the living is… well, easier than last year, at least.  With the start of a new academic year on the horizon, a…

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#14: Role Rehearsal

The curtain is rising on another academic year — admittedly it’s odd one. Season 2 of Wired Ivy opens with an exploration of the Socratic method* for the virtual stage, directed by Doug Ward of University of Kansas, to be performed asynchronously with student-audience participation.

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#29: Activist Educators

Often, when we review our syllabi, course design, delivery strategies, and degree programs we focus on what’s missing, what doesn’t work. But Carey Borkoski of Johns Hopkins University and Brianne Roos of Loyola University – Maryland propose that using “deficit-free language” allows teachers to see what’s actually happening so they can advocate for change.

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