In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.
This paper describes the authors' exploration of an arts-based practice, called imagined dialogue, as a means for engaging in reflective discourse in the current, global context of political polarization. We introduce the practice of imagined dialogue, taking the readers along on our continued learning journey of the implications of this practice for educational contexts. We highlight the connections of imagined dialogue to the theory and practice of transformative learning. This paper suggests that writing and embodying imagined dialogue can prepare people for real dialogue, allowing them to more deeply understand their own positions, as well as to empathize with and respect the positions of others. In addition to introducing the theoretical background and steps to engaging in the imagined dialogue process, we share several examples; including our own experiences using imagined dialogue in personal contexts, and group processing of a dialogue about an issue of national political significance. Using imagined dialogue is a skill that can be learned and strengthened, enabling learners to engage in and model the practice of critical, reflective discourse over timeeven in the emotionally charged political sphere.
As networking platforms have become more ubiquitous in the personal consumer space, data derived from social interaction is increasingly being used in the commercial space to analyze markets, make decisions, and develop new, personalized tools. However, even as social tools and design develop a presence in the learning space, research using social data to develop new understandings about knowledge production, teaching, and learning in online social learning spaces is fairly limited. This article is a practitioners' progress report on a research collaboration between
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