Making Invisible Learning Visible
A HASTAC Scholars Discussion Forum with Randy Bass and Bret Eynon,
co-Project Directors of the Visible Knowledge Project
Ongoing at http://www.hastac.org/scholars/forum/03-23-09Making-Invisible-Learning-Visible
What do you see when students are working in new media environments
â€"whether blogs, wikis, video, authoring in hypermedia, etc.â€"that
you can’t see in traditional papers or assessments? What kinds of
learning do you see Web-based environments making possible for your
students?
How do you gather and make sense of the evidence of their learning?
What kinds of artifacts of student learning do you capture? Are there
ways that these new artifacts enable or disrupt or challenge your
ability to guide student development?
This conversation features Randy Bass and Bret Eynon, and is inspired
by the Visible Knowledge Project they co-directed -- a five-year
collaborative effort to study the impact of technology on learning,
which began as an effort to make visible the hidden intermediate
processes students undergo on the path to learning. The project
involved more than 70 faculty from 22 institutions who not only
experimented with incorporating new media technologies into their
classrooms, but also drew on the scholarship of teaching and learning
in order to document and reflect on their findings. Many of these
insights are synthesized in the January 2009 issue of Academic
Commons. One of the project’s key findings has been the importance
of digital media in helping instructors to make visible the modes and
aspects of learning -- intermediate learning processes, the importance
of affective learning, the roles of community or creativity -- too
often made secondary to outputs and accountability.
This rich discussion already incorporates topics like using digital
storytelling and Wikipedia in the classroom and includes comments from
Trent Batson, Robin Heyden and other key figures interested in digital
media and learning and pedagogy. The forum is facilitated by HASTAC
Scholars Daniel Chamberlain and Chalet Siedel. Come join the
discussion at http://www.hastac.org/scholars/forum/03-23-09Making-Invisible-Learning-Visible
Randy Bass is the Assistant Provost for Teaching and Learning
Initiatives at Georgetown University, where he is also Executive
Director of Georgetown's Center for New Designs in Learning and
Scholarship. Bret Eynon is the Assistant Dean for Teaching and
Learning at LaGuardia Community College (CUNY) and the executive
director of the LaGuardia Center for Teaching & Learning. Bass and
Eynon were Co-Principal Investigators & Co-Project Directors of the
Visible Knowledge Project and recently co-edited a volume of Academic
Commons titled "New Media Technologies and the Scholarship of Teaching
and Learning."
Daniel Chamberlain is a lecturer in the department of Screen Arts and
Cultures at the University of Michigan and a Ph.D. Candidate in the
Critical Studies Division of the School of Cinematic Arts at the
University of Southern California. His interests include the
intersections of emergent media technologies and new urban spaces,
media interfaces, network theory, and digital media and learning. He
has published as a columnist for FlowTV.org, an online journal of
television and media studies, and has essays forthcoming in the edited
collections: FlowTV: Television in the Age of Media Convergence
(Routledge, 2009) and Television as Digital Media (Duke, 2009).
Chalet Seidel is completing a Ph.D in Writing History and Theory at
Case Western Reserve University. Her work explores the
professionalization of American journalism amid the rapidly changing
technological and information environment of the late 19th century.
Her work has been published in the journal Linguistics and the Human
Sciences. In Fall 2009, Chalet will join the faculty at Westfield
State College as an Assistant Professor of English.
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