Digital Pedagogy Faculty Learning Community (FLC)

This professional development opportunity is for instructors looking to advance their use of digital media in their teaching. In small, low-stress sessions led by current instructors familiar with digital technologies, participants will develop individual projects based on their needs and expectations as teachers and scholars. Topics will vary but may include creating podcasts, designing audio essay assignments, and developing data visualization presentations. To help participants determine what options may be best for them, this learning community will provide both pedagogical and technological support. The learning community kick-off will occur May 13-16 with a required intensive 3-day workshop. Four follow-up sessions will then be held during the 2013-14 academic year so that participants can share their ongoing work and to receive technological and pedagogical support for their efforts (see dates below).

To learn more about pedagogical options, the workshop will share models about what others are doing as well as readings selected to prompt discussion. Technological support will come through hands-on workshops on a variety of technical tools, such as audio and video editing, website development, sustainable digital design, open source practices, data visualization, and specific collaborative media such as Google Docs, Tumblr, Facebook, and Twitter.

About Faculty Learning Communities

According to Milton D. Cox, a faculty learning community is a group of cross-disciplinary faculty members who come together to work on teaching and learning topics. Members of an FLC participate in activities grounded in the Scholarship of Teaching and Learning, which further the FLC curriculum, foster learning and professional development, and build community. A full FLC cohort is typically composed of eight to 12 participants. A minimum of eight accepted applications are required in order to offer this FLC for the 2013-14 academic year.

Learning Objectives

Participants in the 2013-14 Digital Pedagogy FLC will experience opportunities to:

• Enhance their knowledge of digital media and its implications for teaching;
• Identify practical classroom applications for a range of digital media tools;
• Receive pedagogical and technological support for integrating digital media into an existing course in a meaningful way;
• Engage with colleagues and share ideas for enhancing student learning;
• Reflect on one's philosophy and approach to teaching; and
• Become part of a cohort of FLC graduates who can provide collegial support.

Expectations

In order to successfully complete this FLC, participants should plan to:

• Attend the 3-day kick-off workshop, to be held May 13-16, 2013;
• Attend four learning community sessions during the 2013-14 academic year:
• Wednesday, September 18, 2013, 12-2 p.m.
• Tuesday, November 19, 2013, 12:15-1:45 p.m.
• Monday, February 3, 2014, 12-2 p.m.
• Tuesday, April 8, 2014, 12:15-1:45 p.m.
• Produce three deliverables as follows:

1. Develop and launch a digital media assignment twice in courses you are teaching during Fall and Spring semester (e.g., pilot the assignment during Fall, revise and improve the assignment, then launch it again during Spring);
2. Develop and use an assessment plan for the assignment and share results with your FLC colleagues and leadership; and
3. Share a detailed description of the assignment and submit a reflective essay describing your experience using digital media.

Eligibility Requirements for Applicants

Applicants for this FLC should carefully consider the eligibility requirements below. Successful individual and/or small teams of 2-3 participants should:

• Reasonably expect to teach one face-to-face or online course in both Fall 2013 and Spring 2014;
• Have at least one year of teaching experience;
• Be available and willing to attend the 3-day kick-off workshop and four follow-up sessions during the 2013-14 academic year.

No prior digital media experience is needed.

Selection

Applications will be evaluated by a selection committee comprised of faculty and staff. In keeping with the mission of the Delphi Center, which is to serve the professional development needs of UofL faculty, preference will be given to faculty applicants. Applications from graduate students will be considered on a space-available basis. In the case of having too many eligible applicants, the selection committee will chose a diverse group representing a variety of disciplines and experiences. Selection of participants is final. All applicants will be notified about the status of their application during the week of April 1, 2013.

Incentives for Participating in the FLC

• Stipend: Upon successful completion of the FLC (i.e., 3-day workshop, cohort activities, final deliverables), participants will receive a $750 stipend (per project) to be disbursed in two installments (half when the project is accepted and half when the final reflective essay is accepted).
• A certificate of completion or other written documentation of successful completion of the FLC
• Professional enrichment as a college teacher
• Opportunities to build community with an interdisciplinary group of UofL instructors

Application Submission Instructions

To apply, please complete a brief application form by providing the following information:

• Your name, department, instructor rank, teaching experience, teaching schedule during 2013-14, and whether you will be using your own laptop
• Your ability to make a yearlong commitment to participation in the FLC for your teaching and professional development
• A brief description of how exploring the problems and possibilities of a digital project will help you meet your teaching goals
• Team member names (for group projects only)

Applications must be submitted by Monday, March 18, 2013.

Additionally, please ask your department or course chair to send a brief email signifying his/her support for your participation in this program to John Whitney by the above date.

Timeline

Tentative Kick-off Workshop Schedule

Pre-Workshop: Participants will fill out a questionnaire detailing what pedagogical questions and what technological tools most interest them. Participants will also read specific readings prior to that day’s topics.

• Day 1: Monday, May 13:
  Preparation/HW: Readings that provide an overview of key digital media issues in academic environments and that answer a list of questions to help participants identify their project

  Day 1 event times and activities

  Time	Activity
  9:00-9:30 a.m.	Registration
  9:30-10:00 a.m.	Introductions
  10:00-11:00 a.m.	“Why teach with digital media?” Discussion of Readings
  11:15 a.m.-12:00 pm.	“Who is doing what?” Discussion of Readings
  12:00-1:00 p.m.	Lunch Provided
  1:00-2:30 p.m.	Demonstrations of Technologies
  2:30-3:00 p.m.	Group Brainstorming on Projects
  3:00-4:00 p.m.	Break-Out Technology Sessions

• Day 2: Tuesday, May 14:
  Preparation/HW: Readings about assessment of digital work, implementation in the classroom, and issues to be aware of (e.g., copyright issues); work on lab exercises

  Day 2 event times and activities

  Time	Activity
  9:00-9:30 a.m.	Housekeeping
  9:30-11:00 a.m.	“How do I assess this?”; “Copyright and Fair Use” Discussion of Readings
  11:15 a.m.-12:00 p.m.	Structured Lab Exercises
  12:00-1:00 p.m.	Lunch Provided
  1:00-2:30 p.m.	Demonstrations of Technologies
  2:30-4:00 p.m.	Lab Time

  (Wednesday, May 15: No session but Open Lab)

• Day 3: Thursday, May 16:

  Day 3 event times and activities

  Time	Activity
  9:00-9:30 a.m.	Housekeeping
  9:30-10:30 a.m.	“Looking Forward” and Next Steps
  10:30 a.m.-12:00 p.m.	Open Lab Time
  12:00-1:00 p.m.	Lunch Provided
  1:00-3:00 p.m.	Project Showcase with Feedback
  3:00-4:00 p.m.	Exit Interviews