Category: Bookmark

The mission of the new Master’s of Learning, Design, and Technology program at Georgetown University is “to give our students a deep foundation in the tools and theory of learning design, technology innovation, learning analytics, and higher education leadership, a foundation on which they can create engaging and innovative learning experiences for all students.” Working in and with Georgetown Domains is a key part of this engagement; the students learn about and create their domains during the opening week-long foundations course, and build on it throughout the duration of the degree, ending with a final portfolio on their domain of their work. In between, the students have the option of taking a one-credit course in Domains, as well as showcasing their coursework and projects on the site. For some, their personal Domains specifically and Georgetown Domains more generally have become the subject of their research and study. What this allows is for students to engage directly with the technology, as well as questions of accessibility, privacy, surveillance, and tools. They learn about and apply these lessons as they move through the program, perform and reflect on their research, and build their sites. But most importantly, this allows for students to own their own intellectual property, as well as provide the tools to apply what they have learned in a practical and holistic way. The e-portfolio requirement at the end of the degree highlights this commitment to students’ intellectual property as well as professionalization, while also providing an experimental and reflective space for students to connect their work. This short presentation will discuss curricular examples (Intro week, Domains course, Studio and Studio Capstone) of how Domains has been integrated into the program, sharing some student sites, projects, and portfolios.

Bookmarked The slow fuse of possibility (applied to History courses) by Tineke D'Haeseleer (GitLab)

Today I want to give you a few examples of what I have done with Domains (or Bergbuilds as we know it) in the past two semesters at Muhlenberg. I want to add a word of warning before I start: I'm not up to speed with the latest in theory of pedagogy or teaching (radical or otherwise), so I may be saying things you already know or have better terminology for, and have read or written interesting things about. If that's the case, please let me know: it's always useful to think about teaching within a more theoretical framework, if only because it will make it easier to write my statements for third year review and my tenure file!