UMW M.O.L.I.E. Initiative Gains Support Via Canvas Grant

UMW M.O.L.I.E. Initiative Gains Support Via Canvas Grant

Canvas Grant also provides funding to support the creation of a collaboratively designed hybrid faculty development pilot project designed to transform faculty understandings of powerful learning and also supports the development of multimedia online learning immersive environment (M.O.L.I.E.) courses. What is unique about this innovative model is twofold: a) supports faculty teams in the development of multimedia rich immersive online courses or modules connected to compelling narrative, and b) multimedia production and digital literacy skill development for faculty.

UMW’s M.O.L.I.E. courses infuse a unique feature – an embedded layer of scholarship of teaching and learning (SoTL) ensuring faculty will have rich data (qualitative and quantitative) to talk about the ways in which their course supported or hindered student learning contributing important lessons learned to our broader disciplinary communities.

Current practices of ‘flipping the classroom’ haven’t produced transformative learning and most online learning courses follow a predictable pathway for course mastery. M.O.L.I.E. positions students as active participants by engagement with course content integrated into a compelling story, such as, solve the mystery, a Hero’s quest, changing the world, life as a scientist, or exposure to alternative perspectives to more deeply understand an issue. Interaction within a compelling story can be a catalyst for powerful learning.

Game theory, game elements are the pedagogical drivers of M.O.L.I.E. course design and the use of a quest-based course design curriculum matrix can break predictive online learning models our students often encounter. A quest based curriculum, moves learning beyond a linear progression of content coverage to one that allows for choice, collaboration, and curation.

UMW’s M.O.L.I.E. Initiative offers faculty multiple pathways to tap into a variety of pedagogical drivers, multimedia tools, to engage students in course content and social-emotional learning as they interact and collaborate within a compelling course narrative. CTE&I will provide a scaffold yearlong instructional course design process that integrates a faculty team approach and creation of online multimedia immersive environments tightly aligned with course content.

By July 31st faculty teams (2-3) interested in learning about and experiencing an immersive and responsive course are invited to submit their M.O.L.I.E. course proposal and share their dream of the EPIC story they wish to create with a course(s). Courses with low student participation, ‘gateway’ courses, and capstone courses are particularly encouraged.

Accepted faculty teams will participate in the Fall pilot project and receive a course release in Spring 2016 to begin building out their immersive multimedia immersive environment course with an anticipated courses ready to go in Fall 2016-Spring 2017.

Digital Scholars Institute (DSI) Development Begins

Digital Scholars Institute (DSI) Development Begins

Lately I have been thinking about the creation of a Digital Scholars Institute (DSI) at University of Mary Washington. I along with Jim Groom find ourselves energized about the possibilities!   Last year I joined up with the Division of Teaching and Learning Technologies to create an opportunity for 30 faculty to explore digital scholarship and to develop their own online identity through  the Domain of One’s Own Faculty unversity-wide Initiative.

One of my take aways from the DoOO faculty initiative was, ‘what’s next?’  How could faculty be provided support to engage in a more ‘scholarly’ focus on the role of digital scholarship within their particular context? What would that support look like?  How does the role of digital pedagogy inform teaching and learning? In what ways does engagement with digital scholarship support or hinder ones professional journey? Faculty data from the DoOO captured the powerful role faculty discussions played within cohorts.  I am curious to explore how and in what ways do faculty engaged in digital scholarship inform the work.  The creation of the DSI is an opportunity for UMW faculty to come together and engage in digital scholarship and create a model for the DSI to support and respond to their self-identified professional needs and digital scholarship.

Currently, Drs. Betsy  Lewis and Sue Fernsebner (both Innovative Digital Pedagogy Fellowship Award winners – Spring 2013) are serving as key members of the DSI planning team along with Jim Groom and myself. We have meet twice and have tentatively fleshed out a ‘creation’ process and plan to bring together 4-5 faculty and engage in the pilot study of the DSI.  More details to follow.