Exploring distant cultures and places, and meeting new people is one of the most mind-expanding things you can do — and a great education tool. Dan provides an update on his experiment with incorporating virtual exploration and in-person study abroad.
By now, practically everyone who has a connection to academia has heard that the traditional audience for higher education is headed for a demographic cliff. In response, colleges and universities are exploring ways to attract an older audience of degree completers and life-long learners to bridge the gap. But who counts as an adult learner, and how do we retain them once we have their attention?
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.
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.
Listeners who’ve followed Wired Ivy for a while now will know Dan and Kieran are firm believers that course design needs to begin with the learning objectives, regardless of academic level and mode of delivery. Any test ride of course technology, content, activities, and assessment options that takes place before the learning objectives have been properly groomed is simply putting the cart before the horse.
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.
A popular perception, especially in the Age of Covid, is that online instruction consists solely of delivering lectures via Zoom to a Hollywood Squares screen of boxed faces and, therefore, doesn’t allow for personal connections to form between instructor and instructed or between learners. Tell that to students who have taken online classes from Wired Ivy co-host Dan Marcucci!
In Episode 30 – Ocean Onliners, our guest Elizabeth Sanli offered perspectives from both sides of the virtual podium – she teaches online and she’s currently an online student. Returning to class as a student has raised Elizabeth’s awareness of the ways in which instructor expectations may not align with learner preparedness, and she offers ideas for how to address this.
The classic structure of formal education is built on a one-way flow of information, from teacher to student. In Episode 18 – Virtual Speaks Volumes, our guest Rebecca Hutchinson of UMass Dartmouth shared a wonderfully multi-directional approach to teaching and screen sharing in her synchronous online sculpture classes.
Now that the majority of higher education faculty have had at least some experience with virtual instruction, returning to a physical campus has caused many academics to ponder how to apply the lessons we learned online to our non-virtual courses. Are there benefits to using a combination of synchronous and asynchronous content and, if so, how do you decide what needs to be done in real-time?