In this interview with Sung Jun Han, Dr. Laura Guertin talks about how her use of technology has evolved over the last 20 years. Listeners will hear examples of how technology has enabled Laura to teach even while aboard a ship doing field work and has enabled her students to learn while commuting. Starting with the course objectives and using low-bandwidth, accessible technologies can unlock so many possibilities for learning.

In this interview with Derek Bruff, Remi talks about how annotation works in partnership with reading as a knowledge construction activity. With physical books, digital reading, and even on social media, people add notes to texts to wrestle with what they read and reach new audiences.  Let's explore how instructors can harness the power of annotation in formal educational contexts.

In this special audio note from Leading Lines producer and host Derek Bruff, Derek shares that the podcast will be winding down after a few more episodes. Thanks to all our Leading Lines producers and guests we’ve had over the years for making this podcast something special. And thanks to all you for listening. Some of Derek's favorite episodes: https://twitter.com/derekbruff/status/1557013656185245699

On this episode of Leading Lines, producer and colleague Stacey Johnson brings us an interview about virtual exchanges, connecting students across cultures through technology. Stacey and our Vanderbilt colleague Chalene Helmuth, principal senior lecturer in Spanish, speak with two guests with extensive experience with virtual exchanges. Brianna Janssen Sánchez is assistant professor of practice in languages, cultures, and international studies, and coordinator of teacher education, at Southern Illinois University, and Nancy Ruther is principal and founder of Gazelle International, a non-profit that partners with higher education institutions to produce globally capable graduates. Nancy’s work at Gazelle follows almost 30 years as associate director of the MacMillan Center for International and Area Studies at Yale University. In the interview, Stacey and Chalene talk to our guests about different models of virtual exchanges, the kinds of support and scaffolding to support virtual exchanges, and the impact virtual exchanges can have on both students and teachers. Links • Brianna Janssen Sánchez’s faculty page, cola.siu.edu/languages/faculty-…anssen-sanchez.php • Nancy Ruther @ Gazelle International, www.gazelle-international.org/nancy-ruth…-principal • Gazelle International, www.gazelle-international.org/ • “Assessing language learning in virtual exchange: Suggestions from the field of language assessment,” Lee & Sauro (2021), journal.unicollaboration.org/article/view/36087

On today’s episode of Leading Lines, producer and colleague Stacey Johnson brings us an interview with Jill Lassiter, assistant professor of health sciences at James Madison University. Professor Lassiter recently wrote a Faculty Focus article on service-learning in a virtual world, including the changes she made to her service-learning projects during the COVID-19 pandemic. In the interview, professor Lassiter shares three principles for adapting service-learning to challenging environments, describes some of the virtual service-learning projects her students have engaged in over the last few years, and offers advice for instructors new to service-learning on getting started with technology-supported service-learning. Links •Service-Learning and Community Engagement, a Vanderbilt Center for Teaching guide: https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-engagement/ •Faculty Profile for Dr. Lassiter - https://healthsci.jmu.edu/people/lassiter.html •Service-Learning in a Virtual World - https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/service-learning-in-a-virtual-world/ •Leonard, G., Lassiter, J.W., Hammill, R., & LeCrom, C.W. (2022). Service-learning and the development of interpersonal skills in pre-professional undergraduate students. Pedagogy in Health Promotion. DOI: 10.1177/23733799221074626 •Martin, T., LeCrom, C.W., & Lassiter, J.W. (2017). Hearts on our sleeves: Emotions experienced by service-learning faculty.  International Journal of Research on Service-Learning and Community Engagement, 5(1), 41-56. https://journals.sfu.ca/iarslce/index.php/journal/article/view/273 •LeCrom, C.W., Lassiter, J.W., & Pelco, L. (2016). Faculty Feel it Too: The Emotions of Teaching Through Service-Learning.  Journal of Community Engagement and Higher Education, 8(2), 41-56. https://discovery.indstate.edu/jcehe/index.php/joce/article/view/294

On today’s episode, we talk with Simon Howard, assistant professor of psychology at the University of Miami, about his recent TikTok assignments. In his social psychology course, he was looking for new ways to engage and assess his students, and during the pandemic he landed on the very short video format of TikTok as a solution. Simon is a first-generation college graduate who completed his undergraduate degree at San Jose State University and went on to earn his Ph.D. in Social Psychology at Tufts University. He now directs the Psychology of Racism, Identity, Diversity, and Equity, or PRIDE, Lab at the University of Miami, where he teaches a variety of psychology courses. Leading Lines producer Julaine Fowlin brings us this interview, where Simon Howard talks about his educational journey, the TikTok assignment, and engaging students with creative, technology-supported alternatives to traditional exams and papers. Links  • Simon Howard on Twitter, https://twitter.com/DrSimonHoward   • Student-produced TikToks, https://twitter.com/DrSimonHoward/status/1314300480793849859    • Student-produced spoken word, https://twitter.com/DrSimonHoward/status/1452437843964530691   • Simon’s playlist assignment,  https://twitter.com/DrSimonHoward/status/1332082784404459528    • Quarantine Rap, by Simon Howard, https://www.tiktok.com/@sihowthedoctor/video/6826779650748845318?is_copy_url=1&is_from_webapp=v1   • Sutori, https://www.sutori.com/en/   • McNair Scholars, https://www2.ed.gov/programs/triomcnair/index.html  • “Why Wordle Works,” Dan Meyer, https://danmeyer.substack.com/p/why-wordle-works-according-to-desmos

James Paul Gee wrote a book on games that pointed out how much learning happens when you play a game. Gee was writing about video games, but the same is true for analog games, like board games. Designing a game for players and designing a learning experience for students can run surprisingly parallel. In both contexts, you put together a sequence of experiences and interactions that are intended to guide the participants in certain directions. Gee pointed out that, since games can motivate and encourage a lot of learning by players, there could be design moves commonly made in games that could inform the design moves we make as teachers. This led to what’s sometimes called the gamification movement, adding game elements to learning experiences to help motivate and reward learners. In today’s episode, however, we talk with a professor who doesn’t borrow elements from games to use in his teaching—he runs game labs where students play entire board games as part of the learning process. Patrick Rael is a professor of history at Bowdoin College in Maine. He specializes in African-American history, the Civil War era, and the history of slavery and emancipation. Patrick is also a gamer, a tabletop board gamer, to be specific. He brought together his expertise as a historian and his passion for analog gaming in a course he teaches at Bowdoin, a course called Historical Simulations. In this course, Patrick’s students play board games with historical settings as a way to understand and evaluate historical arguments. In the conversation, Patrick shares the origin of this interesting course, he talks about the ways games and play lead to deep learning in this course, and he argues for more scholarly work around the use of analog games in teaching and learning. Links • Patrick Rael’s faculty website, https://www.bowdoin.edu/profiles/faculty/prael/index.html • Patrick Rael on Twitter, https://twitter.com/LudicaBlog • “Playing with the Past: Teaching Slavery with Board Games,” Patrick Rael, AHA Perspectives on History, https://www.historians.org/publications-and-directories/perspectives-on-history/november-2021/playing-with-the-past-teaching-slavery-with-board-games?_zs=vLHXb&_zl=r1Po2 • Freedom: The Underground Railroad (2012), https://www.academygames.com/pages/freedom • Lewis & Clark: The Expedition (2013), http://www.ludonaute.fr/portfolio/lewis-clark/?lang=en • Discoveries: The Journals of Lewis & Clark (2015), http://www.ludonaute.fr/portfolio/discoveries/?lang=en • Liberty or Death: The American Insurrection (2016), https://www.gmtgames.com/p-826-liberty-or-death-the-american-insurrection-3rd-printing.aspx • Mapmaker: The Gerrymandering Game (2019), https://www.kickstarter.com/projects/1639370584/mapmaker-the-gerrymandering-game • Reacting to the Past, https://reacting.barnard.edu/

Deep learning is the kind of learning we want form our students, but it’s also the hardest kind of learning to foster in our students. In today’s episode, we hear from Monica Sulecio de Alvarez, a learning experience designer based on Guatemala. Monica has taught for ten years in higher education on how to design for complex learning in online environments, and she’s created competency-based distance learning modules for organizations in a variety of fields, including nutrition, ethics, human rights, and banking, among others. Monica is passionate about fostering deep learning in her students and helping other faculty do the same. Leading Lines producer Julaine Fowlin, our resident instructional designer at the Vanderbilt Center for Teaching, brings us this interview. Monica and Julaine talk about the differences between deep and shallow learning, as well as pedagogies and technologies we can use to move our students into deep learning. Links •Monica Sulecio de Alvarez’s website, https://sites.google.com/site/nonstoppinglearner/•Monica on Twitter, https://twitter.com/monicaelearning•“Avoiding Educational Technology Pitfalls for Inclusion and Equity,” by Monica Sulecio de Alvarez and Camille Dickson-Deane, https://link.springer.com/article/10.1007/s11528-018-0270-0•“Shifting Paradigms from the Inside Out: Instructional Designers as Change Agents,” by Julaine Fowlin and Monica Sulecio de Alvarez, https://vimeo.com/showcase/3316648/video/172783950•Race to Nowhere, https://beyondtheracetonowhere.org/race-to-nowhere/•Deep Work: Rules for Focused Success in a Distracted Worldby Cal Newport, https://www.calnewport.com/books/deep-work/

In this episode, we continue our mini-series on bodies and embodiment produced by Leah Marion Roberts, Senior Graduate Teaching Fellow at the Vanderbilt Center for Teaching. Leah has been interviewing experts who can help us understand why paying attention to bodies in teaching and learning spaces is so important. Leah talks with Susan Hrach, Director of the Faculty Center for the Enhancement of Teaching and Learning and Professor of English at Columbus State University. Leah reached out to Susan because Susan is the author of the book Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning, published in 2021 by West Virginia University Press. In the interview, Susan Hrach shares some core understandings of bodies from her research, how those principles play out in the classroom, and some very practical ways to enhance student learning and belonging through attention to bodies and the physical learning environment. Links: • Susan’s website - https://susanhrach.com/ • Susan’s Book Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning - https://wvupressonline.com/node/866 • @SusanHrach on Twitter - https://twitter.com/SusanHrach • Annie Murphy Paul, The Extended Mind (2021) https://anniemurphypaul.com/books/the-extended-mind/ • On Being podcast with Bessel Van Der Kolk (2021) https://onbeing.org/programs/bessel-van-der-kolk-trauma-the-body-and-2021/

Learning is always hard work, but sometimes it feels easier and we’re more motivated to persist if there’s an element of play involved. What can we learn about learning in the context of games that we might use to foster student learning in higher education? That’s a topic we’ve explored several times here on the podcast, and I’m glad to share another discussion of this topic in today’s episode. Miguel “Miko” Nino is the director of the Office of Online Learning at the University of North Carolina Pembroke. He is also chair of the UNC Online Leadership Collaboration and serves on the review boards for the Journal of Online Learning Research, Contemporary Issues in Technology and Teacher Education, and the Journal of Technology and Teaching Education. He’s also an old friend of Leading Lines producer, Julaine Fowlin. She sat down recently with Miko (virtually) to talk about the elements of games and play that we can bring into the learning environment. Miko talks about his passion for learning and games and reasons to “gamify” the learning experiences we design, and he shares lots of practical tools and strategies for doing so. Links • Miguel (Miko) Nino’s staff page, https://www.uncp.edu/profile/miguel-miko-nino • Miko Nino on Twitter, https://twitter.com/miko_nino • Mentimeter, https://www.mentimeter.com/ • Nearpod, https://nearpod.com/ • Quizlet, https://quizlet.com/ • Portfolium, https://portfolium.com/ • ForAllRubrics, https://www.forallrubrics.com/

In this episode, Leading Lines' own Stacey Margarita Johnson and Derek Bruff discuss student-produced podcasts. Stacey and Derek share their own experiences with podcast assignments and, by searching through the Leading Lines rich archives, also bring in voices from past episodes so we can hear their stories as well. LINKS • The downside of Spotify exclusivity: https://twitter.com/trufelman/status/1487450647561744384 • NPR College Podcast Challenge https://www.npr.org/2021/12/01/1060141108/nprs-college-podcast-challenge-is-back-with-a-5-000-prize • Vanderbilt Podcasting Competition https://news.vanderbilt.edu/2022/01/21/excellence-in-podcasting-competition-underway-students-invited-to-submit-by-april-1/ • VandyVox http://vandyvox.com/ • According to Pew Research, of Americans age 12 and over in 2021, 41% had listened to a podcast in the past month. Previous episodes referenced in this episode: • Episode 27 Gilbert Gonzales https://leadinglinespod.com/episodes/episode-027-gilbert-gonzales/ • Episode 37 John Sloop https://leadinglinespod.com/episodes/episode-37john-sloop/ • Episode 56: Sophie Bjork-James https://leadinglinespod.com/uncategorized/episode-56sophie-bjork-james/ Read more about Stacey’s podcasting assignment in this blog post: https://staceymargarita.wordpress.com/2019/08/05/my-podcast-my-students-interviews-and-public-scholarship/ Read more about Derek’s podcasting assignment in this blog post: https://derekbruff.org/?p=3558

This episode begins our new mini-series on bodies and embodiment. Leah Marion Roberts, senior graduate teaching fellow at the Vanderbilt Center for Teaching, interviews experts who can help us understand why paying attention to bodies in teaching and learning spaces is important. The episodes explore how theories of the body make sense of social life and inequity; how learning is sensory, experiential, physical and emotional; how educators can incorporate embodied practices into their classrooms to enhance learning; and the relationships between bodies and technology. On this first installment, Leah talks with Aimi Hamraie, associate professor of medicine, health, and society and of American studies here at Vanderbilt University. They direct the Critical Design Lab and host the Contra* podcast on disability, design justice, and the lifeworld. They are also the author of Building Access: University Design and the Politics of Disability from the University of Minnesota Press. Aimi is trained as an intersectional feminist scholar, and their work focuses on disability, accessibility, and design. In the interview, Aimi shares some key conceptions of embodied learning from their interdisciplinary perspective, discusses the intersection of bodies and learning and technology, and provides some very interesting examples of teaching practices that tap into embodied learning. Links • Aimi Hamraie’s website, https://aimihamraie.wordpress.com/ • Aimi Hamraie on Twitter, https://twitter.com/AimiHamraie • “Accessible Teaching in the Time of COVID-19,” https://www.mapping-access.com/blog-1/2020/3/10/accessible-teaching-in-the-time-of-covid-19 • Episode 208: Curb Cuts, 99% Invisible, https://99percentinvisible.org/episode/curb-cuts/ • Ashley Shew, Virginia Tech, https://liberalarts.vt.edu/departments-and-schools/department-of-science-technology-and-society/faculty/ashley-shew.html • Jentery Sayers, University of Victoria, https://www.uvic.ca/humanities/english/people/regularfaculty/sayers-jentery.php

In September 2021, Derek Bruff had the opportunity to visit the Farminary at Princeton Theological Seminary in New Jersey. The Farminary is a working farm on the seminary campus that’s integrated in the seminary curriculum. This fall, for instance, a half dozen courses met regularly at the Farminary, combining work on the farm with theological education. In this episode, Derek talks with Nathan Stucky, director of the Farminary Project, and Emma Lietz Bilecky, Farminary Fellow at the seminary. They have a conversation about the origin of the Farminary, the kinds of experiential and embodied learning that happens there, and the challenges and opportunities that come with teaching in rhythm with nature. Links • The Farminary Project, https://www.ptsem.edu/academics/departments/farminary • Episode 47: Kimberly Rogers, https://leadinglinespod.com/uncategorized/episode-47kimberly-rogers/ • Episode 48: Max Seidman, https://leadinglinespod.com/episodes/episode-48max-seidman/ • Episode 93: Holly Tucker, Shaul Kelner, and Cait Kirby, https://leadinglinespod.com/episodes/episode-93holly-tucker-shaul-kelner-and-cait-kirby/

Our newest Leading Lines producer, Julaine Fowlin, is back with another lively interview. She talks with Carl Moore about his passion for digital transformation in education, fostering culture change on a university campus, and his rather bold vision for the future of educational technology. Carl Moore is assistant chief academic officer at the University of the District of Columbia, and part time teacher at Temple University, the University of Southern California, and the Online Learning Consortium. He’s also a mentor for the Institute for New Faculty Developers from the POD Network. Links • Carl Moore on LinkedIn, https://www.linkedin.com/in/carlsmoorephd/ • @carlsmoore on Twitter, https://twitter.com/carlsmoore • “Disrupting Ourselves: The Problem of Learning in Higher Education,” by Randall Bass, https://er.educause.edu/articles/2012/3/disrupting-ourselves-the-problem-of-learning-in-higher-education • SMAR Model - https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration • TPACK - https://en.wikipedia.org/wiki/Technological_pedagogical_content_knowledge Neurodiversity - https://med.stanford.edu/neurodiversity.html • Voice Thread - https://voicethread.com/ • Ed Puzzle - https://edpuzzle.com/ • Evernote - https://evernote.com/ • Leading Lines 101- Eunice Ofori - https://leadinglinespod.com/uncategorized/episode-101eunice-ofori/

Tazin Daniels is an assistant director at the Center for Research on Learning and Teaching at the University of Michigan. She has a doctorate in medical anthropology and her current scholarship focuses on promoting equity and inclusion in teaching and in faculty development. She’s been practicing equity-focused teaching in online environments long before we were figuring out how to teach on Zoom during a pandemic, and she’s deeply committed to helping other instructors reflect on and improve their teaching practices. In our interview, Tazin shares her journey into this work, steps both big and small that faculty can take toward equity-focused teaching, and her vision for the future of educational technology in higher ed. Links • The Pedagologist, Tazin Daniels’ website, https://www.thepedagologist.com/ • @ThePedagologist on Twitter, https://twitter.com/ThePedagologist/ • Tazin Daniels’ staff page, https://lsa.umich.edu/ncid/people/diversity-scholars-directory/tazin-karim-daniels.html • “Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math,” by Elli Theobold et al., https://www.pnas.org/content/117/12/6476 • Leading Lines Episode 62: Chris Gilliard, https://leadinglinespod.com/episodes/episode-62-chris-gilliard/

Eunice Ofori is a senior instructional designer at the Center for Engaged Learning and Teaching at Tulane University in New Orleans. She has a PhD in curriculum and instruction with an emphasis on instructional design and technology from Virginia Tech, and her career has focused on the use of instructional technology and sound pedagogy in a variety of teaching contexts. She’s also a good friend of podcast producer Julaine Fowlin, the Vanderbilt Center for Teaching’s very own assistant director for instructional design. Julaine recently interviewed Eunice about her passion for accessibility in the educational technology space. Eunice shares how she came to this work, what it looks like now, and lots of useful advice for instructors who want to make learning accessible for more students. Links • Eunice Ofori on LinkedIn, https://www.linkedin.com/in/eofori/ • Eunice Ofori on Twitter, https://twitter.com/EuniceO94407204 • SAMR model by Ruben Puentedura, https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration • OneNote’s Immersive Reader, https://www.onenote.com/learningtools • Present with realtime automatic captions • Present with realtime automatic captions, https://support.microsoft.com/en-us/office/present-with-real-time-automatic-captions-or-subtitles-in-powerpoint-68d20e49-aec3-456a-939d-34a79e8ddd5f • Improve accessibility with accessibility checkers, https://support.microsoft.com/en-us/office/improve-accessibility-with-the-accessibility-checker-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f • Grackle Accessibility checker, https://chrome.google.com/webstore/detail/grackle-accessibility-che/copojmaamcpblldileiipebpfjahcnjf?hl=en

Welcome to the 100th episode of Leading Lines! For this momentous occasion, Derek Bruff reached out to Zoe LeBlanc, a Vanderbilt doctoral student who was interviewed way back during the first season (Episode 8) to see if she would come back on the podcast to talk about her career since that interview in 2016. Since finishing at Vanderbilt, Zoe has been a digital humanities developer at the Scholars Lab at the University of Virginia and a postdoctoral associate and Weld Fellow at the Center for Digital Humanities at Princeton University. This fall, she has started an assistant professor position in the School of Information Sciences at the University of Illinois at Urbana-Champaign. Derek Bruff sits down with her, virtually, to catch up and talk about that career. Links • Zoe LeBlanc’s website, https://zoeleblanc.com/ • @Zoe_LeBlanc on Twitter, https://twitter.com/Zoe_LeBlanc

Brooke Ackerly and Kristin Michelitch, both political science professors here at Vanderbilt University, are editing a forthcoming special issue of the journal PS: Political Science and Politics focused on Wikipedia, the systematic knowledge gaps and biases it has, and efforts by university faculty to address those issues through student initiatives. In that issue, they reflect on their own experiences engaging their students as Wikipedia contributors, with benefits both to Wikipedia and their students. In September 2021, I invited Brooke and Kristin to talk about those experiences at a special spotlight event at the Vanderbilt Digital Commons. On this episode of Leading Lines, we share some of the audio from that spotlight event. We’ll hear first from Brooke Ackerly about the politics of knowledge, the way that those politics intersect with Wikipedia, and the kinds of learning outcomes her class Wikipedia projects lead to. Then we’ll hear from Kristin about the learning outcomes she’s seen with her students, as well as the practical approaches and tools she uses with her Wikipedia assignments. They make a compelling case for teaching with Wikipedia and, whether or not you’ve tried your hand at a Wikipedia assignment, I think you’ll hear some valuable insights in their presentation. Links • Brooke Ackerly’s faculty page, https://www.vanderbilt.edu/political-science/bio/brooke-ackerly • @brookeackerly on Twitter, https://twitter.com/brookeackerly • Kristin Michelitch’s faculty page, https://www.vanderbilt.edu/political-science/bio/kristin-michelitch • @KGMichelitch on Twitter, https://twitter.com/KGMichelitch • "Wikipedia and Political Science: Addressing Systematic Biases with Student Initiatives" by Ackerly and Michelitch, https://www.cambridge.org/core/journals/ps-political-science-and-politics/article/wikipedia-and-political-science-addressing-systematic-biases-with-student-initiatives/BB0D5D39E274DA9722167FA1DF105D3D • Wiki Education, https://wikiedu.org/ • Michael Bess on teaching with Wikipedia, https://cft.vanderbilt.edu/2007/12/episode-1-an-interview-with-michael-bess/, from the first episode of the Center for Teaching’s original podcast in 2007

On this episode of Leading Lines, producer Cliff Anderson brings us an interview with Morgan Ames, author of The Charisma Machine: The Life, Death, and Legacy of One Laptop Per Child, published in 2019 by MIT Press. One Laptop Per Child, or OLPC, was a non-profit initiative launched in 2005 to bring low-cost laptops to children in developing countries, under the assumption that doing so would transform education in those countries. In the interview, Morgan Ames talks about the origin of OLPC, the challenges the program faced, and its legacy on computing and education. Links • The Charisma Machine: The Life, Death, and Legacy of One Laptop per Child - https://mitpress.mit.edu/books/charisma-machine • Morgan Ames faculty page - https://cstms.berkeley.edu/people/morgan-ames/ • Morgan Ames’ website - https://morganya.org/ • @morgangames on Twitter - https://twitter.com/morgangames • Logo in your browser, https://rmmh.github.io/papert/static • History of MIT’s Logo computer programming environment - https://el.media.mit.edu/logo-foundation/what_is_logo/history.html

In this episode, Julaine talks with Courtney Gamston, professor of the practice of experiential education at the Harrison School of Pharmacy at Auburn University. Julaine worked at the Harrison School as an instructional designer and faculty developer before coming to Vanderbilt, and she knew that her former colleague Courtney had some very interesting experiences teaching during the pandemic. Courtney works with pharmacy students who are just starting to enter clinical practice settings, helping them apply what they’ve been learning in their pharmacy courses to real patients. Given the work Courtney’s students do in clinical settings, the 2020 transition to remote teaching and learning meant she and her colleagues had to rethink how they taught their courses. In the interview, Courtney shares some of the methods she used to keep pharmacy education experiential during the pandemic and mentions a few changes to the course that worked out so well they’ll persist when classes return to traditional settings. Links • Courtney Gamston’s faculty page, http://pharmacy.auburn.edu/directory/courtney-gamston.php • “Never Going Back” blog series from the Vanderbilt Center for Teaching, https://cft.vanderbilt.edu/tag/never-going-back/

Jenae Cohn is the director of academic technology at California State University at Sacramento and the author of a new book on digital reading from West Virginia University Press. The book is called Skim, Dive, Surface: Teaching Digital Reading. It’s a fantastic book that takes a look at reading from historical, emotional, and cognitive science perspectives, and presents a digital reading framework that instructors can use to promote deep reading practices in their students. It’s full of very practical advice on teaching digital reading, with examples of classroom activities and digital assignments designed to foster digital literacies. We talk about the emotional connections people have print books, the ways that reading on a screen is different from reading on a page, ways to help students develop better reading practices, and the joy of writing books in coffee shops. Links • Jenae Cohn’s website, https://www.jenaecohn.net/ • @jenae_cohn on Twitter, https://twitter.com/jenae_cohn • Skim, Dive, Surface: Teaching Digital Reading, West Virginia University Press, https://wvupressonline.com/node/865

Cliff Anderson is Vanderbilt’s associate university librarian for research and digital strategy, and he’s back on the podcast interviewing another author of a fascinating book Cliff read recently. This time, he speaks with Cathrine Hasse, professor of Learning at Aarhus University in Denmark, author of the 2020 book Posthumanist Learning: What Robots and Cyborgs Teach Us about Being Ultra-Social from Routledge Press. Cliff and Cathrine have a wide-ranging conversation, covering such topics as posthumanism, Lev Vygotsky’s learning theories, why teaching humans is harder than teaching gorillas, and cyborgs. Links • Cathrine Hasse’s faculty page, https://pure.au.dk/portal/en/persons/cathrine-hasse(5ba5eb68-a94f-4626-b074-1958780ab33a).html • Posthumanist Learning: What Robots and Cyborgs Teach Us about Being Ultra-Social, https://www.routledge.com/Posthumanist-Learning-What-Robots-and-Cyborgs-Teach-us-About-Being-Ultra-social/Hasse/p/book/9781138125186 • “In 2016, Microsoft’s Racist Chatbot Revealed the Dangers of Online Conversation,” https://spectrum.ieee.org/tech-talk/artificial-intelligence/machine-learning/in-2016-microsofts-racist-chatbot-revealed-the-dangers-of-online-conversation

In October 2020, Stephen Kosslyn published a new book called Active Learning Online: Five Principles that Make Online Courses Come Alive. The book draws on Kosslyn’s experiences at Minerva, but also his very long and impressive career in higher education. He is the founder, president emeritus, and chief academic officer of Foundry College, which provides high-quality, research-informed online education for working adults. He’s also the founder and president of Active Learning Sciences, a consulting group that help institutions adopt active learning principles in online education. Prior to that, he was founding dean and chief academic officer at the Minerva Schools at the Keck Graduate Institute. And that all came after an amazing career as a professor of psychology at Harvard University and Stanford University. We have a great interview with Stephen Kosslyn to share with you. He recently facilitated a virtual workshop here at Vanderbilt on his new book, and we took the opportunity to talk with him for the podcast. You’ll hear a new voice in this interview: Julaine Fowlin, the Vanderbilt Center for Teaching’s new assistant director for instructional design. Julaine helped organized Stephen’s workshop, and she had a lot of great questions to ask him about his book. Kosslyn goes through his five principles for active learning, offers practical strategies for implementing these principles in the virtual classroom, and speaks to the important role motivation plays in learning. Links • Active Learning Online: Five Principles that Make Online Courses Come Alive, https://www.alinealearning.org/kosslyn-active-learning-online • Active Learning Sciences, https://www.activelearningsciences.com/ • Foundry College, https://foundrycollege.org/ • Minerva Schools at KGI, https://www.minerva.kgi.edu/ • Derek’s sketchnotes on Stephen Kosslyn’s 2014 talk about Minerva Schools, https://www.flickr.com/photos/derekbruff/15360156349/ • Jigsaw infographic, https://www.flickr.com/photos/vandycft/32869991478/ • “From Teaching to Learning: A New Paradigm for Undergraduate Education,” Robert Barr and John Tagg, Change Magazine, 1995, https://www.tandfonline.com/doi/abs/10.1080/00091383.1995.10544672 • Julaine Fowlin on Twitter, https://twitter.com/julaine_fowlin

Back in 2019, the Center for Teaching, along with a few other units on campus, hosted a Learning at Play symposium about teaching with games and simulations. Listeners may recall that Mark Sample from Davidson College was our keynote speaker, and I talked with him here on Episode 72 of the podcast. Given the pandemic, we didn’t host another Learning at Play symposium in 2020, In lieu of another symposium this fall, we organized a panel on Zoom with some instructors teaching with games and simulations in a pandemic, and I’m happy to share the audio from that panel here on the podcast today. Our panelists were Holly Tucker, Mellon Foundation chair in the humanities and director of the Robert Penn Warren Center for the Humanities; Shaul Kelner, associate professor of sociology and Jewish studies; and Cait Kirby, PhD candidate in biological sciences. In this episode, you’ll hear all three panelists talk about the games or simulations they taught with or created in 2020, and you’ll hear them respond to a couple of questions from the audience. Links • Reacting to the Past, https://reacting.barnard.edu/ • Twine stories and other resources from Cait Kirby, https://caitkirby.com/resources.html • Twine, https://twinery.org/ • @caitskirby on Twitter, https://twitter.com/caitskirby • Learning at Play 2019, https://cft.vanderbilt.edu/play/ • Leading Lines Episode 72: Mark Sample, http://leadinglinespod.com/uncategorized/episode-72mark-sample/

Forrest Charnock is a senior lecturer in physics here at Vanderbilt University and the director of the undergraduate physics labs. Like other lab directors in 2020, Forrest had to get creative to adapt his labs to remote teaching and learning. In this episode, we’ll hear about his creativity in the interview, which was conducted by Thayer Walmsley, a doctoral student in physics here at Vanderbilt and a Teaching Affiliate at the Vanderbilt Center for Teaching. Links • Physics labs at Vanderbilt, https://my.vanderbilt.edu/physicslabs/ • iOLab Wireless Lab System, http://www.iolab.science/

Jesse Stommel is an author, speaker, and teacher with a focus on education, critical digital pedagogy, and documentary film. He’s the co-founder of the Digital Pedagogy Lab, a fantastic professional development workshop for those interested in critical digital pedagogy. He’s the co-founder of Hybrid Pedagogy, the journal of critical digital pedagogy. And he’s the co-author of An Urgency of Teachers: The Work of Critical Digital Pedagogy. Jesse is an incredible thoughtful and powerful voice in higher education. His work and writings have influenced so many educators, and we are thrilled to have him on the podcast. Links • Jesse Stommel’s website, https://www.jessestommel.com/ • @jessifer on Twitter, https://twitter.com/jessifer • Critical Digital Pedagogy: A Collection, Jesse Stommel, Chris Friend, and Sean Michael Morris, https://hybridpedagogy.org/critical-digital-pedagogy/ • “How to Ungrade,” Jesse Stommel (2018), https://www.jessestommel.com/how-to-ungrade/ • “If bell hooks Made an LMS,” Jesse Stommel (2017), https://www.jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/ • Derek Price’s website, https://derektprice.github.io/ • Scholars at Play, https://soundcloud.com/scholarsatplay/tracks • Leading Lines Ep. 34: Derek Price, Terrell Taylor, and Kyle Romero, http://leadinglinespod.com/episodes/episode-34derek-price-terrell-taylor-and-kyle-romero/

Today on the podcast, we’re sharing a conversation with two people who have some very useful thoughts to share about why students report an increase workload during the pandemic, while faculty report making intentional choices to scale back the work required in their fall courses. Betsy Barre is the executive director of the Center for the Advancement of Teaching at Wake Forest University, where she also teaches in the department of the study of religion. Karen Costa is a faculty developer specializing in online pedagogy and trauma-aware teaching and author of the 2020 book, 99 Tips for Creating Simple and Sustainable Educational Videos. We talk with them about this workload paradox during pandemic teaching, how it presents itself, where it comes from, and, perhaps most importantly, what instructors can do to mitigate it in the coming semester. Links • Betsy Barre, https://www.elizabethbarre.com/ • Karen Costa, http://www.100faculty.com/ • @betsy_barre on Twitter, https://twitter.com/betsy_barre • @karenraycosta on Twitter, https://twitter.com/karenraycosta • Enhanced Course Workload Estimator, https://cat.wfu.edu/resources/tools/estimator2/ • Jody Greene’s November 2020 Twitter thread, https://twitter.com/Jodyji/status/1329835339452538885 • “The Strange Case of the Exploding Student Workload,” Jody Green, December 13, 2020, https://www.insidehighered.com/blogs/just-visiting/guest-post-strange-case-exploding-student-workload • “Investigation of Community of Inquiry Framework in Regard to Self-Regulation, Metacognition, and Motivation,” Selcan Kilis and Zahide Yildirim, Computers & Education, November 2018, https://www.sciencedirect.com/science/article/abs/pii/S0360131518301751

In this episode, we talk with Heeryoon Shin, Mellon assistant professor of Asian art at Vanderbilt University. Heeryoon participated in the Vanderbilt Center for Teaching's summer 2020 Online Course Design Institute, or OCDI for short, and we wanted to check in with her late in the semester to see how her online courses turned out. Heeryoon teaches courses on the art and architecture of Asia, with a special emphasis on South Asia. Her research interests include sacred and urban space, cross-cultural encounters, and architectural historiography in early modern and colonial South Asia. In our conversation, Heeryoon reflects on her first full semester of teaching online, what worked and what didn’t, and what changes she’s making for her spring courses. She talks about her decision to make portions of her courses asynchronous, her changing use of recorded video lectures, some successes in leading discussions on Zoom, and an Instagram activity her students found really fun. Links • Heeryoon Shin’s faculty page, https://as.vanderbilt.edu/historyart/people/heeryoon-shin.php • “The ‘Change-up’ in Lectures” by Joan Middendorf and Alan Kalish (1996), https://citl.indiana.edu/files/pdf/middendorf_kalish_1996.pdf

Dan Levy has been a faculty member at Harvard University for 15 years, and currently serves as the faculty director of the Public Leadership Credential, the Harvard Kennedy School’s flagship online learning initiative. He co-founded Teachly, a website aimed at helping instructors teach more effectively and more inclusively. He is passionate about effective teaching and learning, and enjoys sharing his experience and enthusiasm with others. In our conversation, Dan talks about the challenges of teaching with Zoom, he shares ways that instructors are thinking about new forms of class participation thanks to Zoom, and he describes strategies for engaging and assessing students on Zoom. We are sure you'll learn several new approaches to engaging participants and students during our conversation. Links • Teaching Effectively with Zoom, 2nd ed., https://www.amazon.com/gp/product/1735340871 • Dan Levy’s faculty page, https://www.hks.harvard.edu/faculty/dan-levy • @danmlevy on Twitter, https://twitter.com/danmlevy • Teachly, https://teachly.me/

Leading Lines producer, Cliff Anderson, talks with Michael Dezuanni, associate professor of communication at Queensland University of Technology in Australia, and associate director of the Digital Media Research Centre at Queensland. His research focuses on digital media, literacies, and learning in a variety of contexts, and he’s the author and editor of numerous articles and books, including Serious Play: Literacy, Learning, and Digital Games, a book he co-edited with Catherine Beavis and Joanne O’Mara, published in 2017 by Routledge Press. Dezuanni talks about his newest book, Peer Pedagogies on Digital Platforms: Learning with Minecraft Let’s Play Videos, published in 2020 by MIT Press. He shares some of the findings from his studies of Let’s Play videos, including ways that children learn from peers and near-peers in this very particular learning context. He and Cliff also talk about implications for teaching digital media literacy in other contexts, and about the troubles with YouTube comment policies. Links • Michael Dezuanni’s faculty page, https://research.qut.edu.au/dmrc/people/michael-dezuanni/ • Peer Pedagogies on Digital Platforms: Learning with Minecraft Let’s Play Videos, https://mitpress.mit.edu/books/peer-pedagogies-digital-platforms • @dezuanni on Twitter, https://twitter.com/dezuanni • Cliff Anderson’s YouTube channel, Computational Thinking at the Margins, https://www.youtube.com/channel/UC-nUTl7F0PLgpXOMFsQDstA

Edward Maloney is the executive director of the Center for New Designs in Learning and Scholarship and a professor of the practice in the Department of English at Georgetown University. He is also the founding director of the master’s degree program in Learning, Design, and Technology at Georgetown and the director of Georgetown's teaching center, CNDLS. Joshua Kim is the director of online programs and strategy at the Dartmouth Center for the Advancement of Learning and a CNDLS senior fellow at Georgetown University. Josh is also the author of the Learning Innovations blog at Inside Higher Ed. Together, they wrote The Low-Density University: 15 Scenarios for Higher Education. It was published as an open-access e-book by Johns Hopkins Press in August. Given how influential their 15 scenarios have been to higher education planning in 2020, we wanted to talk with Eddie and Josh now, late in the year, to hear how they thought about their scenarios after seeing what higher education did this fall in response to the pandemic. Links • The Low-Density University, https://jhupbooks.press.jhu.edu/title/low-density-university • Edward Maloney at CNDLS, https://cndls.georgetown.edu/people/ejm/ • Joshua Kim’s “Learning Innovation” blog at Inside Higher Ed, https://www.insidehighered.com/blogs/learning-innovation • Learning Innovation and the Future of Higher Education, https://jhupbooks.press.jhu.edu/title/learning-innovation-and-future-higher-education

In this episode, we’re circling back to a favorite topic here on the podcast: media literacy. Leading Lines producer Melissa Mallon recently talked with Renee Hobbs, professor of communication studies at the University of Rhode Island, about her new book, Mind Over Media: Propaganda Education for a Digital Age. Professor Hobbs is a longtime leader in the field of media literacy education, with a CV a mile long, and her new book distills her research and practice on propaganda education, a topic that is as timely as ever these days. In the interview, she talks about her entry into media literacy, how the field has changed over the decades, and how faculty and teachers in all disciplines can practice connecting their classrooms to the culture around them. Links • Renee Hobbs’ faculty page, https://harrington.uri.edu/meet/renee-hobbs/ • Renee Hobbs on Twitter, https://twitter.com/reneehobbs • Mind Over Media: Propaganda Education in a Digital Age, https://www.mindovermedia.us/ • Media Education Lab, https://www.mediaeducationlab.com/ • NAMLE, the National Association for Media Literacy Education, https://namle.net/

In this episode, we talk with James M. Lang about distraction and attention, the subject of his new book. He is a professor of English and the director of the D’Amour Center for Teaching Excellence at Assumption University in Massachusetts. He’s the author of five books, including Small Teaching: Everyday Lessons from the Science of Learning, Cheating Lessons: Learning from Academic Dishonesty, and his most recent book, Distracted: Why Students Can’t Focus and What You Can Do About It. Jim writes a monthly column on teaching and learning for the Chronicle of Higher Education, and he edits the “Teaching and Learning in Higher Education” series of books for West Virginia University Press. Jim puts a ton of research into his books, and he’s an amazing communicator, as you’ll hear in this interview. We talk about laptop bans and classroom norms, the ethics of attention and cognitive diversity, and much more. Links • James Lang’s website, https://www.jamesmlang.com/ • James Lang on Twitter, https://twitter.com/LangOnCourse • Distracted: Why Students Can’t Focus and What You Can Do About It, https://www.basicbooks.com/titles/james-m-lang/distracted/9781541699816/ • James Lang’s essays in The Chronicle of Higher Education, https://www.chronicle.com/author/james-m-lang • From 2008, Lang’s appearance on the Vanderbilt Center for Teaching podcast, discussing teaching first-year students, https://cft.vanderbilt.edu/2008/05/episode-5-james-lang-on-teaching-first-year-students/

In this episode, we’re exploring that future by looking to the past. Leading Lines producer Cliff Anderson shares a fascinating interview with tech entrepreneur Brian Dear about his book The Friendly Orange Glow: The Untold Story of the Rise of Cyberculture. The book tells the story of PLATO, an experiment in the 1960s and 1970s to see if a computer could teach people. In the interview, Brian Dear talks about the development of PLATO and its impact on the history of computing. He mentions a few names you likely know, like Douglas Engelbart, Seymour Papert, and Isaac Asimov, as well as a few you likely don’t. And he discusses the origin and importance of things we often take for granted today, like a display that responds as you type and the role of social connections in learning. This episode is a little longer than our usual, but if you have any interest in the history of computing, I think you’ll find it really interesting. Links • Brian Dear’s website, http://brianstorms.com/ • The Friendly Orange Glow (Penguin Random House, 2017), https://www.penguinrandomhouse.com/books/545610/the-friendly-orange-glow-by-brian-dear/ • Brian (@brianstorms) Dear on Twitter, https://twitter.com/brianstorms • “The Story of John Hunter’s World Peace Game, Roger Ebert, and the PLATO System” by Brian Dear, https://medium.com/@brianstorms/the-story-of-john-hunters-world-peace-game-roger-ebert-and-the-plato-system-4b3bb571fa2

This episode features two librarians who have developed digital privacy toolkit they call Digital Shred. Sarah Hartman-Caverly is a reference and instruction librarian and Alexandria Chisholm is an assistant librarian, both at Penn State Berks. They both have a healthy interest in digital privacy, and they developed a series of workshops for students on managing one’s digital identity. Those workshops have spawned a website with a bounty of digital privacy resources for students and librarians and other educators. One of our favorite librarians, Melissa Mallon, talks with Sarah and Alex about their entry into the world of digital privacy, how they help students understand the value of digital privacy, and the kinds of resources they’ve collected for Digital Shred. Links •Digital Shred, a privacy literacy toolkit, https://sites.psu.edu/digitalshred/ •Privacy Workshop Series, https://sites.psu.edu/digitalshred/tag/privacy-workshop-series/ •@Digital_Shred on Twitter, https://twitter.com/Digital_Shred •Hartman, S., & Chisholm, A. (2020). Privacy literacy instruction practices in academic libraries: Past, present, and possibilities. IFLA Journal. https://doi.org/10.1177/0340035220956804 [open access] •“Version Control,” Sarah Hartman-Caverly’s 2017 speculative fiction, https://pennstate.pure.elsevier.com/en/publications/version-control [open access] •Six Private I's Privacy Conceptual Framework: https://sites.psu.edu/digitalshred/2020/10/01/six-private-is-privacy-conceptual-framework-hartman-caverly-chisholm/ •Privacy literacy collection (professional presentations and publications), https://scholarsphere.psu.edu/collections/5mk61rg687 •Alexandria Chisholm, https://libraries.psu.edu/directory/aec67 •Sarah Hartman-Caverly, https://libraries.psu.edu/directory/smh767 •Leading Lines episode 62 with Chris Gilliard, http://leadinglinespod.com/episodes/episode-62-chris-gilliard/

In this episode, we’re talking with one of the participants in the Vanderbilt Online Course Design Institute, Susan Kevra, a principal senior lecturer in French who also teaches in our American studies program. Prior to this spring’s remote teaching, Susan had never taught online. She knew she would be teaching online this summer, with an American studies writing intensive course on food, so she signed up for our institute. She actually participated the two weeks immediately prior to her summer course, so she was designing in a hurry! In our conversation, we talk about experiential learning activities, building community and fostering social presence, balancing asynchronous and synchronous modes of instruction, and the role of visual design in the online learning experience. Links • Susan Kevra’s faculty page, https://as.vanderbilt.edu/french-italian/faculty/susan-kevra-2/ • Online Course Development Resources from the Vanderbilt Center for Teaching, https://www.vanderbilt.edu/cdr/ • Vanderbilt Center for Teaching blog, https://cft.vanderbilt.edu/blog/

In this episode, guest producer Alex Oxner shares a conversation with three faculty teaching at institutions that serve a wide range of students. Adam Miller, director of the writing center and English instructor at Bluegrass Community and Technical College; Ayesha Keller, assistant professor of social work at Nashville State Community College; and Roxane Pajoul, assistant professor of French at Tennessee State University, a historically Black university, discuss the challenges they and their students faced during this spring’s period of remote teaching, their plans for teaching during this uncertain fall semester, and technologies they have found useful in engaging their students. At the time of this recording, Alex was an instructor of English at Nashville State Community College. She is now the assistant director of inclusive pedagogy at the Kaneb Center for Teaching and Learning at the University of Notre Dame. She is also an alumna of the Vanderbilt University Center for Teaching’s Graduate Teaching Fellows program. Links: • Alex Oxner on LinkedIn, https://www.linkedin.com/in/alexandraoxner/ • Ayesha Keller on LinkedIn, https://www.linkedin.com/in/ayesha-keller-msw-98126987/ • Roxane Pajoul’s faculty page, http://www.tnstate.edu/llp/faculty/pajoul.aspx

Rodolfo Rego is a senior instructor in the department of earth and environment at Florida International University. You may remember Rodolfo from Episode 59 of Leading Lines, about a year ago, when he shared some of his approaches for teaching earth and environmental science courses online. His courses are ones that one might think are entirely bound by place— his courses often feature field trips or mineral labs. But he makes them work, and work well, as fully online courses, leveraging the fact that his students aren’t all in the same place at the same time to help them learn about the Earth and the environment. Rodolfo spoke with Derek Bruff in early June and was asked about the so-called pivot to online teaching this spring and how it affected him. He also talks about his plans for the fall, with all its uncertainties, and he shared his advice for faculty new to online teaching. For all those faculty who are new to teaching online and worried about making their fall courses work well, you’ll find Rodolfo’s advice both practical and reassuring. Links • Multimedia resources from Rodolfo’s courses, https://case.fiu.edu/earth-environment/resources/multimedia-resources/index.html • Leading Lines Ep. 59 f. Rodolfo Rego, http://leadinglinespod.com/episodes/episode-59rodolfo-rego/ • Active Learning in Hybrid and Physically Distanced Classrooms, Derek Bruff, https://cft.vanderbilt.edu/2020/06/active-learning-in-hybrid-and-socially-distanced-classrooms/ • Structures for Flex Classrooms: Pros, Cons, and Pedagogical Choices, Cynthia Brame, https://cft.vanderbilt.edu/2020/06/structures-for-flex-classrooms-pros-cons-and-pedagogical-choices/

We’re back with another episode exploring the impact of the coronavirus pandemic on higher education. This time we are speaking with one of Derek’s colleagues at the Vanderbilt Center for Teaching, Cynthia Brame, about the Online Course Design Institute that was launched in May to help Vanderbilt faculty get ready to teach online this summer and possibly this fall. Cynthia Brame was one of the designers of institute, and she’s been one of the institute facilitators since launching on May 4th. She’s an associate director at center and a principal senior lecturer in biological sciences, where she teaches a large-enrollment biochemistry course. At the center, she acts as liaison to the STEM departments on campus and leads the Junior Faculty Teaching Fellows program, among other duties. She’s also the author of the book Science Teaching Essentials: Short Guides to Good Practice, and prior to working at the center, she was associate professor and chair of biology at Centenary College in Louisiana. Links • Cynthia Brame’s website and blog, https://cynthiabrame.org/ • @CynthiaBrame on Twitter, https://twitter.com/CynthiaBrame • Science Teaching Essentials: Short Guides to Good Practice, https://www.elsevier.com/books/science-teaching-essentials/brame/978-0-12-814702-3 • Online Course Design Institute, https://cft.vanderbilt.edu/ocdi/

During this season of Leading Lines, we’re exploring the impact of the coronavirus pandemic on higher education. A big part of that impact lands on our students. Robin DeRosa is the director of the Open Learning & Teaching Collaborative, or Open CoLab, at Plymouth State University, a public liberal arts institution that’s part of the University. She brought along her colleague Martha Burtis, now a learning and teaching developer at the Open CoLab, and formerly at the Division of Teaching and Learning Technologies at the University of Mary Washington. Robin and Martha talk about the challenges our students are facing during this crisis and the ways they and their colleagues are helping to respond to those challenges. They also offered some useful advice for faculty and institutions planning ahead for an uncertain summer and fall. Links • Robin DeRosa’s website, http://robinderosa.net/ • @actualham, Robin DeRosa on Twitter, https://twitter.com/actualham • Martha Burtis’ website, https://marthaburtis.net/ • @mburtis, Martha Burtis on Twitter, https://twitter.com/mburtis • Open CoLab, the Open Learning & Teaching Collaborative, https://colab.plymouthcreate.net/ • “Preparing to Teach During COVID-19,” from the CoLab, https://colab.plymouthcreate.net/covid19/ • Ungrading webinar, https://colab.plymouthcreate.net/resource/ungrading-webinar/ • Ungrading, a Chapbook produced by Martha Burtis and Ashley Hichborn, https://colab.plymouthcreate.net/uncategorized/introducing-ungrading-a-chapbook/ • Introduction to Interdisciplinary Studies course website, https://colab.plymouthcreate.net/ids-intro/ids-intro-home/

In late March 2020, most institutions of higher education in the US and around the world have closed their campuses in response to the coronavirus pandemic, and in most cases those institutions have shifted the entirety of their instruction to online and other alternative methods. In the next few episodes of Leading Lines, we’re going to explore what this means for higher education, both in the short-term as faculty and other instructors find practical ways to navigate this transition to remote teaching and learning and in the long-term, considering how educational technology and, indeed, all of higher education might change in response to what’s happening here in 2020. To help us understand that longer-term impact, we reached out to Bryan Alexander. Bryan has a PhD in English language and literature from the University of Michigan, and he taught for a number of years at Centenary College in Louisiana. From 2002 to 2014, Bryan worked with the National Institute for Technology in Liberal Education, or NITLE, a non-profit working to help small colleges and universities best integrate digital technologies. These days, Bryan is a futurist, researcher, writer, speaker, consultant, teacher, and a senior scholar at Georgetown University. His latest book, Academia Next: The Futures of Higher Education, was published by Johns Hopkins University Press earlier this year. Bryan talks about higher education’s current pivot to online teaching, and ways to think about the potential long-term impact of the coronavirus pandemic. As you’ll hear, Bryan is informed, insightful, and compassionate, and we are glad to share the conversation here on the podcast. Links • The Future of Education Observatory, http://futureofeducation.us/ • Bryan Alexander’s website and blog, https://bryanalexander.org/ • @BryanAlexander on Twitter, https://twitter.com/BryanAlexander • Academia Next: The Futures of Higher Education (Johns Hopkins Press, 2020, https://jhupbooks.press.jhu.edu/title/academia-next • The Future Trends Forum, https://bryanalexander.org/the-future-trends-forum/ • Colleges and universities closed / migrating online for COVID-19 [spreadsheet], https://docs.google.com/spreadsheets/d/19wJZekxpewDQmApULkvZRBpBwcnd5gZlZF2SEU2WQD8/edit#gid=0

Like most other colleges in the country, Vanderbilt is moving to remote teaching and learning through the end of the spring semester. Stacey reached out to two teaching experts currently helping faculty teach online at their respective institutions. Jennifer Townes and Joshua Eyler weigh in on how faculty who do not normally teach online can use technology to teach from a distance and what instructors should keep in mind as they conduct class for the next weeks. Jennifer is Associate Dean of Professional Development at Southwest TN Community College, and Joshua is Director of Faculty Development at the University of Mississippi. Links • Joshua's faculty page: https://news.olemiss.edu/um-hires-new-faculty-development-director/ • Jennifer' faculty page: http://www.southwest.tn.edu/faculty-support/meet-the-staff.htm Some resources from Vanderbilt University • Resources for Just-in-Time Online Teaching by Derek Bruff https://cft.vanderbilt.edu/resources-for-just-in-time-online-teaching/ • Dealing with the Unexpected: Teaching When You or Your Students Can’t Make it to Class by Stacey Margarita Johnson and Rhett McDaniel https://cft.vanderbilt.edu/guides-sub-pages/dealing-with-the-unexpected/ • Putting some of your course content online in a hurry? We have resources for you! By Stacey Margarita Johnson https://www.vanderbilt.edu/brightspace/2020/03/06/putting-some-of-your-course-content-online-in-a-hurry-we-have-resources-for-you/ • Asynchronous Teaching Tools on Brightspace https://www.vanderbilt.edu/brightspace/2020/03/13/asynchronous-teaching-tools-on-brightspace/ • Communicating with your students about the move to online classes by Joe Bandy https://cft.vanderbilt.edu/2020/03/communicating-with-your-students-about-the-move-to-online-classes/ • Accessibility and Remote Teaching https://www.vanderbilt.edu/brightspace/2020/03/12/accessibility-and-remote-teaching/ • Vanderbilt Libraries remote teaching, learning, and research support page https://www.library.vanderbilt.edu/remote-teaching.php Resources from around the web • How to make your online pivot less brutal by Kevin Gannon https://www.chronicle.com/article/How-to-Make-Your-Online-Pivot/248239 • Going Online in a Hurry: What to Do and Where to Start by Michelle D. Miller https://www.chronicle.com/article/Going-Online-in-a-Hurry-What/248207?cid=cp275 • This Google Doc Teaching Effectively During Times of Disruption by Jenae Cohn and Beth Seltzer https://docs.google.com/document/d/1ccsudB2vwZ_GJYoKlFzGbtnmftGcXwCIwxzf-jkkoCU/preview#heading=h.bsm2vj54ofq4

In past episodes, we’ve interviewed other members of the Leading Lines podcast producer team: John Sloop, Melissa Mallon, former producer Ole Molvig, and Derek Bruff. We continue that trend in this episode with an interview with Cliff Anderson, associate university librarian for research and digital initiatives here at Vanderbilt and another Leading Lines producer. Cliff has been teaching a new course called “The Beauty and Joy of Computing” for a few semesters now. It’s an introduction to computer science and computational thinking aimed at students who aren’t majoring in computer science. This semester, another Leading Lines producer, Gayathri Narasimham, research assistant professor in electrical engineering and computer science, has started teaching it. Gayathri thought it would be interesting to interview Cliff about his experiences designing and teaching the course. We are excited to present their conversation here on Leading Lines. In the course, Cliff and Gayathri use NetsBlox as their programming language. It’s a blocks-based language, like Scratch or Snap, designed to teach computing concepts visually without having to work through lines of code. Here, Cliff discusses the pros and cons of this approach to teaching computer science, and he shares a little about his interdisciplinary background as a scholar of religion turned librarian turned technologist. Links • Clifford Anderson’s website, https://www.cliffordanderson.net/ • CS1000 website, https://github.com/CliffordAnderson/CS1000 • XQuery for Humanists by Clifford Anderson and Joseph Wicentowski, https://www.tamupress.com/book/9781623498290/xquery-for-humanists/ • The Beauty and Joy of Computing, UC-Berkeley, https://bjc.berkeley.edu/ • Broad Band: The Untold Story of the Women Who Made the Internet, by Claire L. Evans, https://www.penguinrandomhouse.com/books/545427/broad-band-by-claire-l-evans/ • NetsBlox, https://netsblox.org/ • Leading Lines Ep. 72: Mark Sample, http://leadinglinespod.com/uncategorized/episode-72mark-sample/ • Leading Lines Ep. 68: Ian Bogost, http://leadinglinespod.com/episodes/episode-68ian-bogost/ • Leading Lines Ep. 28: Ákos Lédeczi, http://leadinglinespod.com/episodes/episode-028-akos-ledeczi/

In this crossover episode with the podcast We Teach Languages, Leading Lines producer Stacey Johnson talks with Robert Elliott, associate director of the Northwest Indian Language Institute at the University of Oregon. The institute works with Native American tribes to support and strengthen language preservation and revitalization efforts. Robert helps teachers of indigenous languages through teacher training and curriculum development. Unlike those who work with more commonly spoken languages, Robert’s work also involves language documentation, often capturing tribal elders speaking endangered languages via video and audio. In his conversation with Stacey, Robert shares his path into this work, the role of technology in language revitalization, and the impact the work has on indigenous people. Links • Northwest Indian Language Institute (NILI) at the University of Oregon, https://nili.uoregon.edu/ • Language Teaching Studies (NTS) at the University of Oregon, https://lts.uoregon.edu/ • Subtitle, a podcast about languages and the people who speak them, https://subtitlepod.com/ • We Teach Languages, a podcast about language teaching from the diverse perspectives of teachers, https://weteachlang.com/ • The We Teach Languages episode can be found as on Feb 21, 2020 at https://weteachlang.com/2020/02/21/135-with-robert-elliott/ • Leading Lines Ep. 5: Lee Forester & Bill VanPatten, https://leadinglinespod.com/episodes/episode-005-lee-forester-bill-vanpatten/ • Leading Lines Ep. 7: Lynn Ramey https://leadinglinespod.com/episodes/episode-007-lynn-ramey/ • Leading Lines Ep. 13: Tim Foster, https://leadinglinespod.com/episodes/episode-013-tim-foster/ • Leading Lines Ep. 44: Gabrielle Dillman, http://leadinglinespod.com/episodes/episode-44-gabriele-dillmann/ • Leading Lines Ep. 43: Ingeborg Walther, https://leadinglinespod.com/episodes/episode-045ingeborg-waltehr/ • Leading Lines Ep. 53: Kylie Korsnack, http://leadinglinespod.com/uncategorized/episode-053kylie-korsnack/

In this episode, Mark Sample, associate professor and chair of digital studies at Davidson College talks with Derek Bruff. Sample was the keynote speaker at Vanderbilt’s Learning at Play: a one-day symposium on games for learning and social change. Sample didn’t have a chance to sit down for a Leading Lines interview while he was on campus in November. But he and Derek Bruff got to catch up via Zoom earlier this month, and we are very excited to share that conversation with the Leading Lines audience. He talks about teaching digital studies, designing counterfactual games, and learning through play. As you’ll hear in the interview, Mark Sample is an incredibly thoughtful educator, and we are glad to have him here on the podcast. Links • Mark Sample’s faculty page, https://www.davidson.edu/people/mark-sample • Mark Sample’s website and blog, https://www.samplereality.com/ • @samplereality on Twitter, https://twitter.com/samplereality • Ring™ Log, https://fugitivetexts.net/ring/ • Mark Sample’s Twitter bot, https://twitter.com/i/lists/93507157 • Twine, https://twinery.org/ • Learning at Play, https://cft.vanderbilt.edu/play/ • Learning at Play recaps by Derek Bruff, https://derekbruff.org/?s=%23LearningatPlay

One of our producers, Melissa Mallon, took advantage of the holiday time to get some work done. Melissa had been wanting to interview her sister, Megan, for a little while, and since they were both home over break visiting their parents, Melissa brought along a microphone to talk with Megan in person. Melissa and Megan have perhaps a little more in common than your typical sisters. Both are educators, Melissa as a librarian here at Vanderbilt University and Megan as a fifth grade teacher at Bluemont Elementary School in Manhattan, Kansas. Both are technologists, weaving digital and information literacy instruction in the work they do with students. Both help other teachers develop their teaching skills, Melissa working with librarians here in her capacity of director of teaching and learning at the Vanderbilt libraries and Megan working with pre-service teachers in the Masters of Arts in Teaching program at Kansas State University. And, as it happens, they’re also identical twins! During this episode, Megan shares some stories from her experience teaching fifth graders, including the ways she introduces them to technology, and she offers some advice for college and university educators on teaching the students they’ll see in their classrooms in the coming years. Links • Megan Mallon, @mallon3: https://twitter.com/mallon3 • Melissa Mallon, @librarianliss: https://twitter.com/librarianliss • Megan & Melissa, @mallontechtwins: https://twitter.com/mallontechtwins • Common Sense Media, https://www.commonsensemedia.org/ • Kidblog, https://kidblog.org/home/ • Ribble, M. (2007). Digital Citizenship in Schools. Chambersburg, PA: International Society for Technology in Education. https://www.amazon.com/Digital-Citizenship-Schools-Mike-Ribble/dp/1564842320

In this episode, you’ll hear from Jay Todd and Bart Everson from Xavier University of Louisiana, Tenisha Baca and Beth Eyres from Glendale Community College in Arizona, and our own Derek Bruff from Vanderbilt University, talk about their respective podcasts on teaching and learning. Jay and Bart are two of the producers of Teaching, Learning, and Everything Else, a production of the Center for the Advancement of Teaching and Faculty Development at Xavier. Beth and Tenisha are the hosts of Two Profs in a Pod from the Center for Teaching, Learning and Engagement at Glendale. The panelists talk about the origins of their podcasts and the structure and missions of their podcasts, and they name a few of their favorite episodes. Links • Teaching, Learning, and Everything Else, https://cat.xula.edu/food/podcast/ • Two Profs in a Pod, https://twoprofsinapod.blogspot.com/ • Tea for Teaching, http://teaforteaching.com/ • Teaching in Higher Education, https://teachinginhighered.com/episodes/ • The New Professor, https://thenewprofessor.com/ • Life101, http://life101.audio/

Viji Sathy and Kelly Hogan both work at the University of North Carolina at Chapel Hill, where they not only teach hundreds of students a year, but also support their fellow UNC educators in a variety of ways. Viji is a teaching associate professor in the department of psychology and neuroscience and special projects assistant to the senior associate dean of undergraduate education. Kelly is a STEM teaching professor in the department of biology and associate dean of the Office of Instructional Innovation. Their work inspiring and equipping educators extends far beyond UNC, however. You may have seem them in the Chronicle of Higher Education or the New York Times or the Atlantic, or heard them on the Teaching in Higher Education podcast with Bonni Stachowiak. Viji and Kelly have a way of talking about inclusive teaching strategies that helps faculty in all disciplines make meaningful changes in their teaching. Leading Lines host and producer, Derek Bruff, was lucky enough to steal a little bit of their time at the POD conference to ask them about the intersection of inclusive teaching and educational technology. Links • Viji Sathy’s website, https://sites.google.com/view/vijisathy/ • @vijisathy on Twitter, https://twitter.com/vijisathy • Kelly Hogan’s faculty page, https://bio.unc.edu/faculty-profile/hogan/ • @DrMrsKellyHogan on Twitter, https://twitter.com/DrMrsKellyHogan • Sathy & Hogan’s Chronicle of Higher Education guide to inclusive teaching, https://www.chronicle.com/interactives/20190719_inclusive_teaching • The POD Network, https://podnetwork.org/

Ian Bogost is the Ivan Allen College Distinguished Chair in Media Studies and Professor of Interactive Computing at the George Institute of Technology. He’s an author of multiple books, an award-winning game designer, and a contributing writer at The Atlantic. Ian studies games by making games and is an incredibly deep thinker about an impressively broad array of topics, as you’ll hear from this conversation. Links • Ian Bogost’s website, http://bogost.com/ • @ibogost on Twitter, https://twitter.com/ibogost • What Video Games Have To Teach Us about Learning and Literacy by James Paul Gee (2007), https://en.wikipedia.org/wiki/What_Video_Games_Have_to_Teach_Us_About_Learning_and_Literacy • Play Anything by Ian Bogost (2016), http://bogost.com/books/play-anything/ • “The Curse of Cow Clicker: How a Cheeky Satire Became a Videogame Hit,” by Jason Tanz in Wired (2011), https://www.wired.com/2011/12/ff-cowclicker/ • Put Words Between Buns, http://bogost.com/projects/buns-life/

Christopher Cayari is an assistant professor of music education at Purdue University. He teaches college students, mostly pre-service teachers, but his research considers how musicians use technology, particularly the internet and social media, to make music. Just as YouTube is changing how music is created and shared, Cayari is using YouTube and other video tools to change how his students learn about music. He uses technology to turn his classroom into a learning community, where students learn from and with each other. Links • Christopher Cayari’s faculty page, https://cla.purdue.edu/directory/profiles/christopher-cayari.html • Eric Whitcare, “A Virtual Choir 2,000 Voices Strong,” TED Talk, https://www.youtube.com/watch?v=2NENlXsW4pM • “Two Birds” Recorder Virtual Ensemble, https://www.youtube.com/watch?v=kiYUqG_bGL4&feature=youtu.be • “Two Birds” Recorder Instructions, https://www.youtube.com/watch?v=wspHWUBHUeQ • “Viva La Vida” Ukulele Virtual Ensemble, https://www.youtube.com/watch?v=3iK2I26DdlI&feature=youtu.be • Cayari, C. (2015). Participatory culture and informal music learning through video creation in the curriculum. International Journal of Community Music, 8:1 (41-57). https://www.ingentaconnect.com/content/intellect/ijcm/2015/00000008/00000001/art00004 • Vlogbrothers (Hank and John Green), https://www.youtube.com/user/vlogbrothers • Collaborative blog examples, https://www.youtube.com/watch?v=bIbKDN7SYIU • Reply All podcast, https://gimletmedia.com/shows/reply-all • The Anthropocene Reviewed podcast, https://www.wnycstudios.org/podcasts/anthropocene-reviewed

In this episode, Leading Lines producer Melissa Mallon interviews our podcast host, Derek Bruff, about his new book entitled Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching. Melissa spends time talking with Derek about his seven principles that inform and inspire instructors interested in incorporating educational technologies into their teaching. He also shares with Melissa his writing process and gives some insights on how busy academics can fit writing into their lives. Links: • Derek Bruff’s blog on teaching and technology, https://derekbruff.org/ • @derekbruff on Twitter, https://twitter.com/derekbruff • Derek’s new book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching, available on Amazon, https://www.amazon.com/Derek-Bruff/e/B001KPCGT2%3Fref=dbs_a_mng_rwt_scns_share

Astronomy PhD student, Jack Madden and communication PhD student, Swati Pandita, talk about the results of their VR study they conducted, using VR to teach students how the phases of the moon work. They split students into three conditions: a VR simulation letting them explore the Earth-Moon-Sun system; a computer simulation of the same topic; and an old-fashioned physical simulation, involving a light bulb on a stick. Their findings? No difference in learning across the three conditions. They share what they learned through their study about virtual reality and how it might help students build mental models, and they make some predictions for the potential of VR in education. They also provide perhaps the most discipline-specific answers we’ve ever had to our closing question about analog educational technology. Links • Swati Pandita’s website: http://swati.info/ • Swati on Twitter, @notheory15: https://twitter.com/notheory15 • Jack Madden’s website: http://hosting.astro.cornell.edu/~jmadden/ • Virtual Embodiment Lab at Cornell: https://virtualembodimentlab.com/ • Stowell, J. R., & Nelson, J. M. (2007). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34(4), 253-258. https://www.tandfonline.com/doi/abs/10.1080/00986280701700391 • Leading Lines Ep. 48 – Max Seidman: http://leadinglinespod.com/episodes/episode-48max-seidman/

In this episode, Vanderbilt librarian Melissa Mallon brings us an interview with another Vanderbilt librarian about his new book on open educational resources. Andrew Wesolek is the director of digital scholarship and scholarly communication at the Jean and Alexander Heard Libraries at Vanderbilt University. He is also the co-author, along with Jonathan Lashley and Anne Langley, of the new book OER: A Field Guide for Academic Librarians, published in 2018 by Pacific University Press. OER stands for “open educational resources.” These are educational resources, including but not limited to textbooks, that are published in ways that allow students and instructors to retain, reuse, revise, remix, and redistribute them, all for free. In the interview, Andy makes the case for the value of open educational resources to higher education, in terms of both affordability and student learning, and he offers advice for faculty and librarians interested in getting started using and creating open educational resources. Links • OER: A Field Guide for Academic Librarians (Pacific University, 2018), https://commons.pacificu.edu/pup/3/ • Digital Scholarship and Communications Office (DiSC) at the Jean and Alexander Heard Libraries, https://www.library.vanderbilt.edu/scholarly/ • OpenStax, https://openstax.org/ • Directory of Open Access Journals, https://doaj.org/ • Leading Lines Ep. 36: Melissa Mallon, http://leadinglinespod.com/episodes/episode-36melissa-mallon/

On this episode of Leading Lines, we feature a conversation between a librarian, a faculty member, and a post-doc about a course two of them taught recently at Vanderbilt University focused on TEI, the Text Encoding Initiative. The course was team-taught by David Michelson, associate professor of the history of Christianity, and Michelle Taylor, a post-doctoral fellow in digital cultural heritage with a background in English literature. They’re interviewed by Leading Lines producer Cliff Anderson, who also happens to be the associate university librarian for research and digital initiatives. In Episode 11, Cliff also interviewed Kathryn Tomasek of Wheaton College about her use of TEI to teach her history students how to practice close reading. See the list below for a link to that conversation. In this interview, David and Michelle share their experiences with TEI, the roles digital tools play in their scholarly work, and the challenges and opportunities of teaching a graduate-level course in the digital humanities. • David Michelson’s website, https://my.vanderbilt.edu/michelson/ • @davidamichelson on Twitter, https://twitter.com/davidamichelson • @mmtaylor87 on Twitter, https://twitter.com/mmtaylor87 • Text Encoding Initiative, https://tei-c.org/ • Syriaca.org, http://syriaca.org/ • “Preserving the History of Syriac Christianity in the Middle East,” Vanderbilt Research News, https://news.vanderbilt.edu/2017/02/08/preserving-the-history-of-syriac-christianity-in-the-middle-east/ • Leading Lines Ep. 11: Kathryn Tomasek, http://leadinglinespod.com/episodes/episode-011-kathryn-tomasek/

In this episode we talk with Chris Gilliard, Professor of English at Macomb Community College. His scholarship concentrates on privacy, institutional tech policy, digital redlining, and the re-inventions of discriminatory practices through data mining and algorithmic decision-making, especially as these apply to college students. Chris talks with Derek Bruff about some of the problems and concerns about educational technologies that may not be immediately visible to others. Links: • Chris’ website - http://hypervisible.com • Follow Chris on Twitter at - https://twitter.com/hypervisible • November, 2018 CBC Radio interview with Chris “Bad Algorithms are Making Racist Decisions” - https://www.cbc.ca/radio/spark/412-1.4887497/bad-algorithms-are-making-racist-decisions-1.4887504

Leading Lines kicks off season six with an interview with Randall Bass. Randy is vice provost for education and a professor in the English department at Georgetown University. He was the founding director of Georgetown’s teaching center, the Center for New Designs in Learning and Scholarship (CNDLS), and one of the first educators to explore the digital humanities through the multi-campus Visible Knowledge Project he directed. More recently, he moved into administration at Georgetown, where he leads the Designing the Future(s) initiative and the Red House incubator for curricular transformation. Links • Designing the Future(s) Initiative, https://futures.georgetown.edu/ • Center for New Designs in Learning & Scholarship, https://cndls.georgetown.edu/ • @RandyBassGU, https://twitter.com/randybassgu

We have something special for this final episode of the academic year. Usually, we talk with educators, researchers, and technologists about what they’re doing now, and ask them a question or two about where they’d like to see educational technology go in the next few years. In this episode, however, we’re going to camp out in the future. The Vanderbilt Center for Teaching recently convened a faculty panel to discuss the future of digital literacies where we asked our panelists to gaze into their crystal balls and engage in a wide-ranging and wildly speculative conversation about the future of digital literacies. You’ll hear from Doug Fisher, associate professor of computer science and faculty head of Warren College, one of Vanderbilt’s residential colleges; Corbette Doyle, senior lecturer in leadership, policy, and organizations; and Jaco Hamman, associate professor of religion, psychology, and culture. This episode is a little longer than usual, but it’s worth it. And stay tuned after the panel for a couple of programming notes. Links • Doug Fisher’s faculty page, https://engineering.vanderbilt.edu/bio/douglas-fisher • @DougOfNashville on Twitter, https://twitter.com/DougOfNashville • Corbette Doyle’s faculty page, https://peabody.vanderbilt.edu/bio/corbette-doyle • @CorbetteDoyle on Twitter, https://twitter.com/corbettedoyle • Jaco Hamman’s faculty page, https://divinity.vanderbilt.edu/people/bio/jaco-hamman • @JacoHamman on Twitter, https://twitter.com/jacohamman • Growing Down by Jaco Hamman, https://www.amazon.com/Growing-Down-Theology-Nature-Virtual/dp/1481306464 • The Revenge of the Analog by David Sax, https://www.amazon.com/Revenge-Analog-Real-Things-Matter/dp/1610395719

How do you teach an earth science course entirely online? In this episode, we talk with Rodolfo Rego, senior instructor in the department of earth and environment at Florida International University. He develops and teaches online courses for his department, including courses on earth science, environmental science and sustainability, and earth resources. Rodolfo has won teaching awards at FIU for his creative use of technology and open content, and, in this interview, we talk about the challenges and opportunities of moving earth and environmental science courses online. Links • Rodolfo Rego’s faculty page, https://case.fiu.edu/about/directory/people/rrego.html • Multimedia resources from FIU’s Earth and Environment department, https://earthenvironment.fiu.edu/about/resources/multimedia/index.html • SeekBeak 360 virtual tour creator, https://seekbeak.com/

Back in Episode 52, Leading Lines producer John Sloop interviewed Chris Parrish, senior vice president and portfolio general manager at 2U. 2U is an online program management, or OPM, provider. They work with universities to develop, launch, and sustain online degree programs. In this episode, John Sloop talks with John Katzman, who helped found 2U back in 2008, then moved on to start a different OPM provider, Noodle Partners, in 2010. Before that, Katzman founded the Princeton Review. In his conversation with John Sloop, Katzman talks about the problems he sees with for-profit education companies, the ways that his firm Noodle Partners approaches OPM work differently, and the future of online education. Links • John Katzman on LinkedIn, https://www.linkedin.com/in/jkatzman/ • Noodle Partners, https://www.noodlepartners.com/ • Leading Lines Episode 52: Chris Parrish, http://leadinglinespod.com/episodes/episode-52-chris-parrish/

Here on Leading Lines, we’re exploring the future of educational technology, and we have a team of producers who make sure that we consider all kinds of topics, including ones some of us may be skeptical about. Producer Gayathri Narasimham, associate director at the Vanderbilt Institute for Digital Learning, is very interested in virtual reality and its potential in education. In this episode, she shares an interview with two Vanderbilt faculty—Bobby Bodenheimer from computer sciences and Ole Molvig from history—who co-taught a course on virtual reality. They discuss the challenges they faced in creating their course on virtual reality, and some of the lessons they’ve learned while teaching students an emerging technology. • Bobby Bodenheimer’s faculty page, https://engineering.vanderbilt.edu/bio/robert-bodenheimer • Ole Molvig’s faculty page, https://as.vanderbilt.edu/history/bio/ole-molvig • “Virtual Reality for Interdisciplinary Applications,” a University Course, https://www.vanderbilt.edu/strategicplan/undergraduate-residential-education/universitycourses-2017/virtual_reality.php

In this episode, we first hear a short, speculative fiction audio story by Vanderbilt undergraduate Sarah Saxton Strassberg called “Hagar Rising” that explores the future of gene editing. Sarah Saxton created this piece for a course on the politics of reproductive health taught by Vanderbilt anthropology professor Sophie Bjork-James. After Sarah’s audio piece, Derek Bruff talks with Sophie about the course and her podcast assignment. “Hagar Rising” originally aired as an episode of another Vanderbilt podcast, VandyVox, which features the best student-produced audio from around campus. The podcast also has student audio exploring names and identities at a Hispanic-serving nonprofit in Nashville, a narrative produced for a women’s and gender studies course called “Women Who Kill,” and an excerpt from a graduate student-produced podcast taking a critical look at video games, among other student work from around campus. To find these episodes, search for VandyVox in your favorite podcast app, or head to VandyVox.com. If you visit the website, you’ll also find some behind-the-scenes information about the assignments that led to these student podcasts, which should be of particular interest to the Leading Lines audio. Links • VandyVox, http://vandyvox.com/ • Sophie Bjork-James’ faculty page, https://as.vanderbilt.edu/anthropology/bio/sophie-bjork-james • “Sarah Saxton Strassberg: From Summer Camp to Student Author,” https://vanderbilthustler.com/life/sarah-strassberg-from-summer-camp-to-student-author.html

In this episode, Paula Andrade, a second-year graduate student in history here at Vanderbilt who is currently serving as the Center for Teaching’s HASTAC Scholar, interviews another HASTAC Scholar for Leading Lines. Nathan Dize is a PhD candidate in the department of French and Italian, and a HASTAC Scholar with the Vanderbilt Digital Cultural Heritage research cluster. In the interview, Paula talks to Nathan about the digital archive project he built into a course on the Haitian revolution, the intentional ways he uses technology to support his teaching goals, and the value of turning a class into a learning community. Links • Nathan Dize’s website, https://my.vanderbilt.edu/nhdize/about-me/ • @NathanHDize on Twitter, https://twitter.com/NathanHDize • Paula Andrade’s department page, https://as.vanderbilt.edu/history/bio/paula-andradedinizdearaujo • @mpada2 on Twitter, https://twitter.com/mpada2 • Voyant, https://voyant-tools.org/ • Scalar, https://scalar.me/anvc/ • Saint-Domingue Lost: Imperial French Narratives of the Haitian Revolution, http://scalar.usc.edu/works/saint-domingue-lost-imperial-french-narratives-of-the-haitian-revolution/index • HASTAC Scholars, https://www.hastac.org/initiatives/hastac-scholars

In this episode, we talk with Mike Caulfield, director of blended and networked learning at Washington State University Vancouver and head of the Digital Polarization Initiative at the American Democracy Project. Mike talks about some of the shortcomings of the way information and web literacy has been traditionally taught, the moves and heuristics he and his colleagues at the Digital Polarization Initiative are teaching their students, and the strategies they’re using for helping students re-think how they make sense of sources and information. If you have any interest in fake news or fact-checking or viral content or just helping students find and work with sources, you’ll find this interview engaging and practical. Links • Hapgood, Mike Caulfield’s blog, https://hapgood.us/ • @holden, Mike Caulfield’s Twitter account, https://twitter.com/holden • Digital Polarization Intiative, http://www.aascu.org/AcademicAffairs/ADP/DigiPo/ • Web Literacy for Student Fact Checkers, https://webliteracy.pressbooks.com/front-matter/web-strategies-for-student-fact-checkers/ • A Short History of CRAAP, https://hapgood.us/2018/09/14/a-short-history-of-craap/

In this episode, the Vanderbilt Center for Teaching’s assistant director for educational technology, Stacey Johnson, recently talked with Kylie about a new practicum the CFT launched aimed at preparing grad students to teach online. Stacey and Kylie discuss the origin and structure of the practicum, as well as a really useful framework for teaching online that Kylie learned about while designing the practicum. Links • Kylie Korsnack’s English department page, https://as.vanderbilt.edu/english/bio/kylie-korsnack • @kkorsnack on Twitter, https://twitter.com/kkorsnack • We Teach Languages Episode 90 – Part 2 of Stacey’s interview with Kylie, https://weteachlang.com/2019/02/01/ep-90-with-kylie-korsnack/ • Garrison D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education 2(2-3): 87-105. https://www.sciencedirect.com/science/article/pii/S1096751600000166 • “Re-Imagining Revision: The Digital Essay,” Kylie’s blog post on digital revisions, https://www.hastac.org/blogs/kyliejk/2017/01/24/16-revisiting-pedagogy-project-and-re-imagining-revision • Certificate in College Teaching @ Vanderbilt CFT, https://cft.vanderbilt.edu/programs/cict/

In this episode, we hear from Christopher Parrish, senior vice president and portfolio general manager at 2U. 2U is what’s sometimes known as an online program management, or OPM, provider. OPM providers are for-profit companies that partner with non-profit universities to develop, launch, and sustain online degree programs, especially graduate and professional programs. In this interview, John Sloop, Vanderbilt’s associate provost for education development and technologies, talks with Chris Parrish from 2U about 2U’s model for online education, why 2U’s standard university partnership is a ten-year commitment, and where Chris Parrish sees online education going in the next decade. John also gets one of the most surprising answers to our closing question we’ve had yet. You’ll find this interview a lively one! Links • Christopher Parrish’s LinkedIn page, https://www.linkedin.com/in/christopher-parrish-047a50a/ • @c_parrish8 on Twitter, https://twitter.com/c_parrish8 • Phil Hill’s spring 2018 overview of the online program management (OPM) landscape, https://mfeldstein.com/online-program-management-market-landscape-s2018/ • Leading Lines Episode 20: Andrew Van Schaack, Catherine Loss, and Paul Speer, http://leadinglinespod.com/episodes/episode-020-andrew-van-schaack-catherine-loss-paul-speer/

We’re starting our 2019 season with an interview with Anna Bostwick Flaming, associate director at the Center for Teaching in the Office of Teaching, Learning, & Technology at the University of Iowa. Anna heads up the faculty development programming for Iowa’s active learning classroom initiative, called TILE. In the interview, Anna talks about the origin of the active learning classroom initiative at Iowa. She describes the kinds of programming her center offers to prepare faculty to teach well in these spaces, and she shares some very concrete strategies for teaching in active learning classrooms. Links • Anna Bostwick Flaming’s U. Iowa profile, https://teach.its.uiowa.edu/people/anna-l-bostwick-flaming • TILE (Transform, Interact, Learn, Engage) at the University of Iowa, https://teach.its.uiowa.edu/initiatives/tile-transform-interact-learn-engage • “Creating Active Learning Classrooms Is Not Enough: Lessons from Two Case Studies,” co-authored by Anna Bostwick Flaming, https://er.educause.edu/articles/2017/12/creating-active-learning-classrooms-is-not-enough-lessons-from-two-case-studies • Leading Lines Ep. 32: Cornelia Lang, http://leadinglinespod.com/episodes/episode-32-cornelia-lang/ • Leading Lines Ep. 33: D. Christopher Brooks, http://leadinglinespod.com/episodes/episode-33-d-christopher-brooks/ • Derek’s learning spaces album on Flickr, https://www.flickr.com/photos/derekbruff/sets/72157630533336504/ • “Active Learning Classrooms: What We Know,” a brief lit review, http://derekbruff.org/?p=3363

In this episode, we take a look at the work of the New Literacies Alliance. The NLA is a cross-institutional collaboration among librarians to create open educational resources intended to teach information literacy. They have created online lessons for introducing students to search strategies, scholarly conversations, the role of authority in research, citations, reading scientific research, and more. Leading Lines producer Melissa Mallon caught up with two of the leaders of the New Literacies Alliance at a recent conference. Melissa spoke with Joelle Pitts, instructional design librarian at Kansas State University, and Matthew Upson, director of undergraduate instruction and outreach services at the Oklahoma State University libraries. They talk about the origin of the New Literacies Alliance, the challenges teaching students information literacy, and what’s next for the NLA and the lessons they’re developing. Links • New Literacies Alliance, https://newliteraciesalliance.org/ • NLA available lessons, https://newliteraciesalliance.org/available-lessons/ • Joelle Pitts on Twitter, @jopitts, https://twitter.com/jopitts • Matt Upson on Twitter, @thunderbrarian, https://twitter.com/thunderbrarian • Matt Upson’s faculty page, http://info.library.okstate.edu/matt-upson

In this episode, we speak with Tia Smith, Bellsouth professor of mass communication at Xavier University of Louisiana. She joined Xavier in 2015 as department head of mass communications, and her research focuses on gender, race, sexuality, and media. She has studied South African women freedom fighters and black women hip-hop fans. Tia’s background includes stints as a travel writer, journalist, and corporate communications consultant. She brings these diverse experiences to her work with students at Xavier, which has the distinction of being the only historically black and Catholic institution of higher education in the US. Tia was in Nashville for a conference, and she stopped by Vanderbilt to talk about the multimedia assignments she gives her students, the challenges her students face moving into professional work, and the importance of critical theory in creative practice. Links • Tia Smith’s faculty page, http://www2.xula.edu/masscommunication/TiaSmith.html • @drtiasmith75 on Twitter, https://twitter.com/drtiasmith75 • Center for the Advancement of Teaching & Faculty Development @ Xavier University, https://cat.xula.edu/ • Teaching, Learning, and Everything Else podcast, https://cat.xula.edu/food/topic/podcast/ • STORY Conference, https://storygatherings.com/

In the game Monarch, players compete to the be the heir to the throne. The game is cleverly designed and has amazing art, but what makes it different is that all the characters are women. The dying monarch is the queen, and players are princesses striving to show their wisdom and strength. Monarch upends some traditional stereotypes, and it does so quite intentionally. The game's designer is Mary Flanagan, and when Leading Lines looked her up, we learned that she’s a professor at Dartmouth College, where she runs a game design and research lab called Tiltfactor. Flanagan and her team design games for social change, like Monarch, and they investigate their effects on players’ beliefs and behaviors. In this episode we talk with Max Seidman, senior game designer at Tiltfactor. Seidman gives us a tour of the Tiltfactor lab and discusses more about Tiltfactor’s research into games and social change. Links • Max Seidman on LinkedIn, https://www.linkedin.com/in/max-seidman-8a017144/ • Tiltfactor, https://tiltfactor.org/ • Pox, https://tiltfactor.org/game/pox/ • Awkward Moment, https://tiltfactor.org/game/awkward-moment/ • Buffalo, https://tiltfactor.org/game/buffalo/ • Monarch, https://resonym.com/game/monarch/ • RePlay Health, http://www.replayhealth.com/ • “Playing Below the Poverty Line,” https://cyberpsychology.eu/article/view/6176/5906 • Derek Bruff’s Agile Learning blog article “Teaching Board Games #2: The Big Picture,” http://derekbruff.org/?p=3349

Technology doesn’t have to be digital to be useful in teaching. In this episode, we feature an interview with Kimberly Rogers, who uses games and simulations in her sociology courses, two very analog technologies. Kimberly talks about why she teaches with games and simulations, about the importance of role-playing in discussing hard topics, and about the combination of experiential learning and productive failure she’s found useful in teaching her students and challenging her students’ mental models about health and healthcare. Links • Kimberly Rogers’ website, https://www.kimberlybrogers.com/ • @kimberlybrogers on Twitter, https://twitter.com/kimberlybrogers • Tiltfactor, game design for social change, https://tiltfactor.org/ • RePlay Health, http://www.replayhealth.com/ • Photos from Kimberly Rogers’ sociology class, https://twitter.com/DCALatDartmouth/status/1009102648908435462

In this episode, we hear from Julia Feerrar, head of digital initiatives at the Virginia Tech Libraries. She speaks with producer Melissa Mallon about a framework for digital literacy that she helped develop, a framework that includes a variety of competencies, from discovery and evaluation, to communication and creation, to identity and wellbeing. Julia and Melissa discuss the development of the framework, the cross-campus connections enabled by the digital literacy work, and what’s next for digital literacy at Virginia Tech. Links • Julia Feerar on Twitter, https://twitter.com/JuliaFeerrar • Virginia Tech’s digital literacy framework, https://lib.vt.edu/research-learning/digital-literacy.html • The Jisc framework, https://www.jisc.ac.uk/guides/developing-students-digital-literacy • Digital Pedagogy Lab, https://www.digitalpedagogylab.com/about/ • NewsWise module on fake news, featuring Mike Caulfield, http://newswise.ca/module/fakenews/

This fall, two members of the Leading Lines team, working completely independently, brought interviews with university educators about shared language programs. In each case, a group of colleges and universities got together to offer online language courses. These are courses that wouldn’t have enough enrollment to run at a single institution, but across three or four institutions, there’s a healthy demand. With declining enrollments in higher education and with colleges and universities looking for creative ways to collaborate, we may see more shared course programs like these, and not just in the languages. In our last episode, Vanderbilt’s Stacey Johnson spoke with Denison University’s Gabrielle Dillmann about teaching German and Arabic across multiple institutions. In this episode, we consider a shared languages program in which Vanderbilt participates, the Duke-UVA-Vanderbilt Partnership for Less Commonly Taught Languages. These are indeed less commonly taught languages: Haitian Creole, Tibetan, and K’iche’ Maya. My Vanderbilt colleague John Sloop talks with Ingeborg Walther of Duke University, who coordinates the program, about the origins of the partnership, how language learning works in hybrid and virtual spaces, and where the partnership is going. Links • Ingeborg Walther’s faculty page, https://german.duke.edu/people/ingeborg-c-walther • Homepage for the Duke-UVA-Vanderbilt Partnership, https://trinity.duke.edu/initiatives/duke-uva-vanderbilt-less-commonly-taught-languages • “From the Tristar State to the Land of Eternal Spring: Vanderbilt and Guatemala,” https://essay.vanderbilthustler.com/from-the-tristar-state-to-the-land-of-eternal-spring-vanderbilt-and-guatemala

In this episode, we feature an interview Stacey Johnson conducted for her podcast, We Teach Languages, with Gabriele Dillmann, associate professor of German at Denison University, a small liberal arts college in Ohio. Gabriele is the director of the Great Lakes Colleges Association’s Shared Languages Program. The program features language courses taught at one school in the consortium that are offered to students at other schools through virtual classrooms. This makes it possible for a school like Denison to offer upper-level language courses that are often under-enrolled, as well as less commonly taught languages that wouldn’t ordinarily be available on every college campus. Gabriele shares the origin of the program, the challenges it has faced, the technology that makes it work, and the value it brings to language students. Links • Gabriele Dillman’s website, https://gabrieledillmann.com/ • @gabidillmann on Twitter, https://twitter.com/gabidillmann • Globally Connected Courses, https://gabrieledillmann.com/globally-connected-courses-collection/ • Shared Languages Courses, https://gabrieledillmann.com/description-of-shared-languages-initiative/ • We Teach Languages podcast by Stacey M. Johnson, https://weteachlang.com/ • @weteachlang on Twitter, https://twitter.com/weteachlang

For this episode, Derek Bruff talks with Bahiyyah Muhammad, assistant professor of sociology and anthropology at Howard University. She teaches courses as part of the national Inside-Out Prison Exchange Program, courses in which half of her students are Howard students, and the other half are incarcerated individuals. Most Inside-Out courses take place at prisons, but for logistical reasons that was challenging for Bahiyyah. She turned to a set of technologies to facilitate distance learning, and to turn the course into a learning community. Links • Bahiyyah Muhammad’s faculty page, http://sociologycriminology.coas.howard.edu/faculty-and-staff_bmuhammad.html • @DrBMuhammad1 on Twitter, https://twitter.com/drbmuhammad1 • @drmuhammad_experience on Instagram, https://www.instagram.com/drmuhammad_experience/ • “Does the Apple Fall Far from Prison?,” Bahiyyah Muhammad at TEDxHowardU, https://www.youtube.com/watch?v=QUR2kdevY9s • The Inside-Out Prison Exchange Program, http://www.insideoutcenter.org/

In this episode we feature an interview with Ben Rydal Shapiro, a postdoc at the School for Interactive Computing at Georgia Tech. Ben was trained as an architect, and he brought that perspective to his PhD research in Vanderbilt’s Space, Learning, and Mobility Lab, aka the SLaMLab, where he combined it with the learning sciences and data visualization to do some really amazing projects visualizing how learning and engagement happens in relation to the physical environment. For instance, if you visit his website, benrydal.com, you’ll see some visualizations of families moving through exhibits at Nashville’s County Music Hall of Fame, showing how the family members interact with the exhibits and each other across time and space. It’s a fascinating window into place-based learning. Links • Ben Rydal Shapiro’s website, https://www.benrydal.com/ • @Ben_Rydal, https://twitter.com/Ben_Rydal • Vanderbilt’s Space, Learning, & Mobility Lab (SLaMLab), https://peabody.vanderbilt.edu/departments/tl/teaching_and_learning_research/space_learning_mobility/about-home.php • Processing.org, https://processing.org/ • Learning on the Move, https://www.lom-meshworking.org/ • Leading Lines Ep. 14: Katy Börner, http://leadinglinespod.com/episodes/episode-014-katy-borner/

In this episode, Derek Bruff talks with Bryan Dewsbury, assistant professor of biological sciences at the University of Rhode Island. He’s incredibly passionate about student success, and he uses technology in ways that are fully supportive of his pedagogical goals. His approach to teaching introductory biology isn’t the typical one, and we are glad to have him share his story here on the podcast. Links • Bryan Dewsbury’s faculty page, https://web.uri.edu/bio/bryan-dewsbury/ • @BMDewsbury on Twitter, https://twitter.com/BMDewsbury • “The Whole Classroom: Inclusive Teaching in the Classroom,” Bryan Dewsbury at the STEM Summit 5.0, https://www.youtube.com/watch?v=gfn8pX0we2I • Bryan Dewsbury’s profile in the Chronicle of Higher Education, https://www.chronicle.com/article/Freshmen-Are-Souls-That/243559 • Bryan Dewsbury on Teaching in Higher Ed Episode 215, https://teachinginhighered.com/podcast/teaching-as-an-act-of-social-justice-and-equity/

In this episode, we hear from Margaret Rubega about her #birdclass assignment. Rubega is an associate professor in the department of ecology and evolutionary biology at the University of Connecticut. She’s also Connecticut’s state ornithology, and she teaches a large enrollment ornithology class at UConn. In this class, she asks her students to take to Twitter and share their observations of the birds they see on their way to class, as they go to their jobs, wherever they might happen to be, tagging their tweets with the hashtag #birdclass. This gets right at the goal of transfer, having students take what they’re learning about birds in the classroom and apply it to new contexts and environments out of the classroom. That’s a hard goal to reach with students, so they need lots of practice, and the #birdclass assignment provides that. And since the student tweets are public, students can easily see each other’s contributions to learn from them and to be inspired by them. This interview with Margaret was recorded for a free online course called “An Introduction to Evidence-Based Undergraduate STEM Teaching.” All the videos produced for the course, including this video interview with Margaret Rubega, are available on this YouTube channel (https://www.youtube.com/channel/UCUXmF5kZkUm_X3Dj_qMVlqw). Visit stemteachingcourse.org for links and more information. Links • Margaret Rubega’s lab website, https://rubegalab.uconn.edu/ • @profrubega on Twitter, https://twitter.com/ProfRubega • The latest #birdclass tweets, https://twitter.com/search?q=%23birdclass&src=typd • Our free online STEM teaching course, http://stemteachingcourse.org/

In this episode, the newest member of the Leading Lines team, Melissa Mallon, brings us an interview about teaching critical media literacy. The interview features Natasha Casey, a communications professor at Blackburn College in Illinois, and Spencer Brayton, library manager at Waubonsee Community College, also in Illinois. While Brayton was at Blackburn College, he and Casey collaborated to bring their respective fields—information literacy and media literacy—together, developing and team teaching a course on media and information literacy. The course took at a critical look at the topics, meaning that there was a particular focus to issues of power and control in digital media. Links: •Natasha Casey’s blog, No Silos, http://www.natashacasey.com/mil-blog •Spencer Brayton’s blog, Converging Spaces, https://spencerbrayton.wordpress.com/ •@NatashaCaseyIRL, http://twitter.com/NatashaCaseyIRL •@brayton_spencer, http://twitter.com/brayton_spencer •RiP!: A Remix Manifesto, the 2008 open-source documentary directed by Brett Gaylor and featuring the DJ Gregg Gillis, better known as Girl Talk, https://vimeo.com/8040182 •Melissa Mallon’s new book, The Pivotal Role of Academic Librarians in Digital Learning, https://www.abc-clio.com/LibrariesUnlimited/product.aspx?pc=A5258P

In this episode, we’re going in a slightly different direction. Since we’re here to explore the future of educational technology in higher education, we thought it would be interesting to talk with someone who is currently teaching our future students. Stacey Roshan teaches at the Bullis School, an independent K12 school outside of Washington, DC, where she is also the Upper School Technology Coordinator. She’s well known for flipping her math classroom, introducing students to new material before class through online explanatory videos she creates, and spending class time helping students learn math by working problems on their own and in small groups. She uses a variety of technologies in her teaching, all in very intentional ways to help students learn math and learn how to learn. The students we see in our college classrooms don’t come in as blank slates. They have a variety of prior learning experiences. This conversation with Stacey Roshan will provide the Leading Lines audience with a little insight into the kinds of experiences and expectations our future students will have, particularly about the use of technology in learning. Related Links: • Stacey Roshan on YouTube, https://www.youtube.com/channel/UC1xm6l56jzL95JNLv4UfAQQ • Camtasia screen recording and video editing software, https://www.techsmith.com/video-editor.html • Flipgrid, https://info.flipgrid.com/ • Pear Deck, https://www.peardeck.com/ • EquatIO, https://www.texthelp.com/en-us/products/equatio/

In our last episode, we talked with Vanderbilt librarian and Leading Lines co-producer Melissa Mallon about her new book on digital literacy. As a follow up to that, this episode is an audio segment from a panel on teaching with podcasts that the Vanderbilt CFT hosted last fall. The focus of the panel was student-produced podcasts, that is, podcast episodes made by students as part of course assignments. One of the panelists was John Sloop, professor of communication studies at Vanderbilt, vice provost for digital learning, and also a co-producer of Leading Lines. In this episode, we get to hear from John about his own teaching in communication studies, and his experiments with teaching with podcasts. For more on teaching with podcasts, have a listen to Episode 27 of this podcast, which features an interview with Gilbert Gonzales, health policy professor here at Vanderbilt. Gilbert shares his experiences with student-produced podcasts. • John Sloop’s faculty page, https://as.vanderbilt.edu/communication/people/john-m-sloop/ • John Sloop’s digital learning blog, https://my.vanderbilt.edu/johnsloop/blog/ • @SloopJohnMartin on Twitter, https://twitter.com/sloopjohnmartin • Vanderbilt EdTech Resource Finder, https://www.vanderbilt.edu/edtechfinder/ • Derek’s Fall 2017 podcast assignment, http://derekbruff.org/?p=3309

In this episode, we feature an interview with one of our own. Melissa Mallon, director of the Peabody Library and director of liaison and instruction services here at Vanderbilt, has a new book out, and my Center for Teaching colleague Stacey Johnson had a lively conversation with Melissa about the book. Part of Melissa’s work at Vanderbilt focuses on faculty-librarian partnerships to support student learning, particularly research and digital literacy skills. That’s what her book is about, the role librarians can play in helping students develop these skills. She and Stacey talk about that role, and the increasing importance of critical media literacy. Links • Melissa Mallon’s website, http://www.melissamallon.com/ • @librarianliss on Twitter, https://twitter.com/librarianliss • #vandylibraryfellows sharing propaganda on Twitter, https://twitter.com/search?q=%23vandylibraryfellows&src=typd • The Pivotal Role of Academic Librarians in Digital Learning, published by Libraries Unlimited, https://www.abc-clio.com/LibrariesUnlimited/product.aspx?pc=A5258P

In this episode, we talk with Jay Clayton, professor of English and director of the Curb Center for Art, Enterprise, and Public Policy at Vanderbilt University. Jay teaches courses on digital media and online gaming, and he talks with Gayathri Narasimham, Associate Director of the Vanderbilt Institute for Digital Learning, about how he helps students engage in both critical analysis and creative production of video games and other new media. Links • Jay Clayton’s academic web page - https://as.vanderbilt.edu/english/bio/jay-clayton • Curb Center for Art, Enterprise, and Public Policy at Vanderbilt - https://www.vanderbilt.edu/curbcenter/

In this episode, we interview the graduate students behind Scholars at Play, a podcast focused on the critical discussion of video games: Derek Price (German), Terrell Taylor (English), and Kyle Romero (History). Stacey Johnson, Assistant Director for Educational Technology at the Vanderbilt Center for Teaching, talks to the Scholars at Play team about the origin of their podcast, how it intersects with their teaching, and how it is shaping their academic careers. Through Scholars at Play, these graduate students are creating their own path for the kinds of interdisciplinary and digital scholarship they want to practice. Links · Scholars at Play, https://soundcloud.com/scholarsatplay · Derek Price on Twitter, https://twitter.com/Digital_Derek · Terrell Taylor on Twitter, https://twitter.com/BlackSocrates · Kyle Romero on Twitter, https://twitter.com/E_Kyle_Romero · Curb Center for Art, Enterprise, and Public Policy, https://www.vanderbilt.edu/curbcenter/ · HASTAC, https://www.hastac.org/

In our last episode, we talked with astronomy professor Cornelia Lang about how she uses an active learning classroom in her “Big Ideas” course at the University of Iowa. In this episode, we continue talking about active learning classrooms and the roles that technologies play in supporting student learning in these spaces. At the 2017 POD Network conference in Montreal, Derek Bruff interviewed D. Christopher Brooks, director of research at EDUCAUSE, the higher education technology association. For more on Christopher Brooks and his work, visit the links below. • D. Christopher Brooks’ EDUCAUSE page, https://members.educause.edu/d-christopher-brooks • @DCBPhDV2 on Twitter, https://twitter.com/DCBPhDV2 • “A Guide to Teaching in the Active Learning Classroom,” co-authored by D. Christopher Brooks, https://sty.presswarehouse.com/books/BookDetail.aspx?productID=441414 • Active learning classrooms at the University of Minnesota, https://cei.umn.edu/support-services/tutorials/active-learning-classrooms • SCALE-UP active learning classrooms at North Carolina State, http://scaleup.ncsu.edu/ • TEAL active learning classrooms at MIT, http://web.mit.edu/edtech/casestudies/teal.html • Derek Bruff’s photos of learning spaces, https://www.flickr.com/photos/derekbruff/sets/72157630533336504/

This month, Leading Lines has a pair of episodes that look at the use of laptops in the classroom. Both episodes blow up the assumption that laptops are for notetaking, and they push back on that transmission model of college teaching. Both episodes explore the use of active learning classrooms, classrooms that are outfitted with a range of educational technologies, from movable furniture to whiteboards to good wifi to AV systems, designed to support active and collaborative learning In this episode, we talk with Cornelia Lang, associate professor of astronomy at the University of Iowa. Cornelia teaches one of Iowa’s “Big Ideas” courses, which are large-enrollment, interdisciplinary, team-taught courses that satisfy general education requirements. And she teaches this course in one of Iowa’s active learning classrooms. In the interview, she talks about the kinds of hands-on, laptop-enabled activities she engages her students in when she’s got access to the affordances of an active learning classroom. Links • Cornelia Lang’s faculty website, http://astro.physics.uiowa.edu/~clang/ • TILE at the University of Iowa, https://its.uiowa.edu/tile • Big Ideas Courses at the University of Iowa, https://teach.its.uiowa.edu/initiatives/big-ideas-courses

In this episode, John Sloop, Vanderbilt’s associate provost for digital learning. talks with Casey Doyle, assistant professor of rhetoric and writing and director of the Digital Writing and Research Lab at the University of Texas at Austin. John talks with Casey about the work of the Digital Writing and Research Lab and how it is helping students and faculty both produce and think critically about digital and multimodal texts. Casey also talks about his own teaching, particularly his work teaching students to, as he says, “write sound.” For more on teaching with podcasts, see Episode 27 for our interview with Vanderbilt’s Gilbert Gonzales. RELATED LINKS • Casey Boyle’s homepage, http://caseyboyle.net/ • @caseyboyle on Twitter, https://twitter.com/caseyboyle • Digital Writing & Research Lab at UT-Austin, http://www.dwrl.utexas.edu/ • @DWRL on Twitter, https://twitter.com/DWRL • Writing with Sound course page, http://caseyboyle.net/project/writing-with-sound-rhe-330c/ •

In this episode, we have another interview from Open Access Week 2017. Cliff Anderson, associate university librarian for research and learning, talks with Kelly Doyle, Wikipedian in residence for gender equity at the West Virginia University Libraries. Kelly was at Vanderbilt to talk about her work at West Virginia and to assist with a Wikipedia edit-a-thon here on campus. Cliff talks with Kelly Doyle about her rather unique position at West Virginia University, and ways she’s found to help students at West Virginia contribute to Wikipedia and make better use of it in their research. Links · Kelly Doyle’s Wikipedia profile, https://en.wikipedia.org/wiki/User:KellyDoyle · Kelly Doyle on Twitter, @WiR_at_WVU, https://twitter.com/WiR_at_WVU · WVU press release about Kelly Doyle’s position, http://wvutoday-archive.wvu.edu/n/2015/11/03/wvu-libraries-hires-wikipedian-in-residence-for-gender-equity.html · 2007 interview with Vanderbilt’s Michael Bess, https://wp0.vanderbilt.edu/cft/2007/12/episode-1-an-interview-with-michael-bess/

Open Access Week was October 23-29 of this year. It’s a week promoting open access as the default in scholarship and research. The Vanderbilt Libraries hosted a number of events for Open Access Week, and one of the speakers they brought in was Nicole Allen, director of open education at SPARC, the Scholarly Publishing and Academic Resources Coalition. Melissa Mallon, director of liaison and instruction services at the Vanderbilt Library and a member of the Leading Lines team, sat down with Nicole while she was on campus to talk about Nicole’s work promoting the use of open educational resources in higher education. Nicole Allen’s SPARC profile, https://sparcopen.org/people/nicole-allen/ @txtbks, Nicole Allen’s Twitter account, https://twitter.com/txtbks SPARC, https://sparcopen.org/ OpenStax, https://openstax.org/ OpenCon, http://www.opencon2017.org/

In this episode, we talk with Akos Ledeczi, professor of computer engineering and senior research scientist at the Institute for Software Integrated Systems here at Vanderbilt University. Akos is the lead developer for NetsBlox, a graphical programming language designed to introduce novice programmers from middle school to college to networked programming. Students can use NetsBlox to create simple multiplayer games and to build apps that interface with public data sets. Akos is interviewed by Cliff Anderson, Associate University Librarian for Research and Learning and a member of our Leadings Lines team. Cliff and Akos discuss the past, present, and future of NetsBlox, and explore how graphical programming languages like NetsBlox, Snap!, and Scratch, are changing computer science education. One terminology note: Akos uses the term blocks-based coding to refer to programming languages like NetsBlox and Scratch in which graphical interfaces allow programmers to drag “blocks” of instructions together to create relatively complex programs. LINKS • Akos Ledeczi's faculty profile page - https://engineering.vanderbilt.edu/bio/akos-ledeczi • Vanderbilt's Institute for Software Integrated Systems - www.isis.vanderbilt.edu/ • Graphical programming languages https://netsblox.org/ https://scratch.mit.edu/ http://snap.berkeley.edu/

In this episode, we talk with Gilbert Gonzales, assistant professor of health policy at Vanderbilt University. He discusses his interest in designing assignments for students that give them opportunities to make a different in the world outside their classroom. One of those assignments was “Health Policy Radio,” a podcast that he and his health policy students created. In the interview, he describes the assignment and the ways it enhanced his students’ learning. Links • Health Policy Radio with Gilbert Gonzales, https://soundcloud.com/user-175461561 • Gilbert Gonzales’ faculty page, https://www.vumc.org/health-policy/person/gilbert-gonzales-phd • @gilbgonzales on Twitter, https://twitter.com/GilbGonzales • Vanderbilt News story on Gilbert’s University Course, https://news.vanderbilt.edu/2017/03/06/university-course-students-meet-with-legislators-during-visit-to-general-assembly/ • Course Design Institute at the Vanderbilt Center for Teaching, https://cft.vanderbilt.edu/cdi/

In this episode, the newest member of the Leading Lines team, Melissa Mallon, interviews Maha Bali, associate professor of the practice at the Center for Learning and Teaching at the American University in Cairo. Maha is a full-time faculty developer and also teaches educational game design to undergraduates. She’s also very active in educational technology and digital pedagogy discussions online. She and Melissa have a wide-ranging conversation, from faculty development, to critical pedagogy, to digital literacy, to surveillance capitalism, to social media, and more. Links • Maha Bali’s faculty page, http://www.aucegypt.edu/fac/mahabali • @Bali_Maha on Twitter, https://twitter.com/Bali_Maha • Reflecting Allowed, Maha Bali’s blog, https://blog.mahabali.me/ • Maha Bali’s ProfHacker posts, http://www.chronicle.com/blogs/profhacker/author/mbali • Hybrid Pedagogy, http://www.digitalpedagogylab.com/hybridped/ • Virtually Connecting, http://virtuallyconnecting.org/

In this episode we talk with Elizabeth Self, a teacher educator at Vanderbilt University in the Peabody College of Education and Human Development. Stacey Johnson, Assistant Director for Educational Technology at the Center for Teaching, talked with Liz about her clinical simulation project, in which preservice teachers role-play with actors the kinds of interactions they might have one day as teachers with students, parents, and colleagues. Liz shares why these simulations are such powerful learning experiences for her students, and the specific ways that technology, particularly video technology, enhances those learning experiences. Links • Elizabeth Self’s faculty page, https://my.vanderbilt.edu/elizabethself/ • @elizabethself on Twitter, https://twitter.com/elizabethaself • “For Preservice Teachers, Lessons on Cultural Sensitivity,” an Education Week story profiling Elizabeth Self’s project, http://www.edweek.org/ew/articles/2016/02/17/for-preservice-teachers-lessons-on-cultural-sensitivity.html

In this episode, we continue exploring one of the themes of this season of Leading Lines: non-traditional assignments. We talk with Haerin (Helen) Shin, assistant professor of English at Vanderbilt University, who gives her students a choice for final projects: a traditional research paper or a creative, usually digital, project. Helen describes a few examples of digital projects, talks about how she structures and scaffolds these assignments, and explains why these nontraditional assignments help her students achieve her learning objectives. Links • Haerin Shin’s faculty page, https://as.vanderbilt.edu/english/bio/haerin-shin • The Velveteen Rabbit: Exploring the Boundary Between the Real and the Unreal, by Jung Min Shin, http://jasmine138.wixsite.com/velveteenrabbit • Seven Yellow Faces: Strangers in a Home Land, by Ellen Q. Wang, http://lnwang95.wixsite.com/seven-yellow-faces • The Future of Identity Theft, by Miguel Moravec, https://drive.google.com/file/d/0B-cu1pKZJSEedzJLeTBhMXZDVlE/view • Flipping the Flipped Classroom: The Beauty of Spontaneous and Instantaneous Close Reading, by Haerin Shin, https://tomprof.stanford.edu/posting/1435 • Students as Producers resources from the Vanderbilt Center for Teaching, https://cft.vanderbilt.edu/tag/students-as-producers/ • Students as Producers presentation by Derek Bruff, https://prezi.com/1cnevevepyjo/jitt-2017-students-as-producers/

In this episode, we interview Eric Schmalz, Citizen History Community Manager at the U.S. Holocaust Museum. Eric works with the museum’s History Unfolded project. That project aims to investigate what Americans knew about the Holocaust as it was happening during World War II, and how Americans reacted to news of the Holocaust. The museum calls History Unfolded a “citizen history” project, in the style of crowd-sourced citizen science projects like Galaxy Zoo or FoldIt. Regular people are invited to find newspaper articles from the 30s and 40s, either online or at our local libraries, ones that reference the Holocaust, and contribute them to an online database. So far, the project has collected over 8,000 articles! Eric Schmalz was on Vanderbilt’s campus for the Cultural Heritage at Scale symposium, organized by Vanderbilt and the Council on Library and Information Sciences. He was interviewed by Gayathri Narasimham, associate director of the Vanderbilt Institute for Digital Learning. There’s a really interesting education angle here, since History Unfolded works with high school teachers and college professors to involve students in the project. Gayathri talks explores that educational angle with Eric in the interview. Links • History Unfolded, https://newspapers.ushmm.org/ • Above the Fold, the History Unfolded blog, https://newspapers.ushmm.org/blog/ • @Eric_USHMM on Twitter, http://twitter.com/eric_ushmm • Cultural Heritage at Scale symposium, http://heritage-at-scale.info/ • Derek Bruff’s 2013 blog post on citizen history and MOOCs, http://derekbruff.org/?p=2579

In this episode, we interview Humberto Garcia, associate professor of English at the University of California at Merced. Several years ago while teaching at Vanderbilt, Garcia started experimenting with blogs in his teaching, having students write short blog posts on a common course blog in lieu of the usual reading response papers. Humberto kept experimenting with blogs every semester, trying out creative new ways to use them both outside of class and during class. In this interview, Humberto talks about his reasons for teaching with blogs, as well as specific strategies he has used over time to integrate out-of-class and in-class learning through blogs. And he describes his experiments with classroom response systems as a way to incorporate student blogging in larger classes. Links: • Humberto Garcia's faculty page at UC-Merced, http://ssha.ucmerced.edu/content/humberto-garcia • English Literature of the Long Eighteenth Century course blog, https://english102literaturesurvey.wordpress.com/ • Transnational Encounters with Islam in 18th and 19th Century British Literature course blog, https://transnationalencounterswithislam.wordpress.com/ • William Blake and Enlightenment Media course blog, https://williamblakeandenlightenmentmedia.wordpress.com/ • British Romanticism and India course blog, https://britishromanticismandindia.wordpress.com/

In this bonus episode, the Leading Lines team sits down for a roundtable discussion about the Leading Lines podcast and what we’ve learned putting the podcast together. We talk about the origin of the podcast, what we mean by “educational technology,” how we’ve used podcasts in our teaching, and a couple of other podcasts we’ve launched since starting Leading Lines. And we have a lot of fun with our standard interview question about analog educational technology. The conversation was facilitated by the newest member of the Leading Lines team, Melissa Mallon, Director of Peabody Library and Director of Liaison and Instruction Services at the Vanderbilt University Library. Around the table were the rest of the Leading Lines team: Derek Bruff, Stacey Johnson, and Rhett McDaniel from the Center for Teaching; Cliff Anderson from the University Library; Gayathri Narasimham and Ole Molvig from the Vanderbilt Institute for Digital Learning; and John Sloop, Associate Provost for Digital Learning. Season 3 of Leading Lines will launch this August. In the meantime, check out Stacey Johnson’s new podcast, We Teach Languages, https://weteachlang.com/, and the new podcast from Gayathri Narasimham and John Sloop, Tenx9 Nashville, https://tenx9nashville.com/podcast/.

In this episode of Leading Lines, Vanderbilt’s Associate Provost for Digital Learning John Sloop interviews three colleagues from Vanderbilt’s Peabody College of Education and Human Development. This fall, Peabody is launching two online graduate programs, a Masters of Education in Human Development Counseling, and a Doctor of Education in Leadership and Learning in Organizations. John talks with three Peabody faculty members involved in the new programs about moving into online education in 2017. Our guests are Andrew Van Schaack, Principal Senior Lecture in Human & Organizational Development and Associate Dean for Online Programs; Catherine Loss, Assistant Professor of the Practice and Associate Department Chair in Leadership, Policy, and Organization; and Paul Speer, Professor and Chair of Human and Organizational Development. You can read more about Peabody’s new online degree programs by visiting https://peabodyonline.vanderbilt.edu/. Note that this is our last episode of Season 2. We’ll be back in the fall with more interviews exploring the future of educational technology.

In this episode, we feature an interview with Enoch Hale, Director of Teaching and Learning Excellence at Virginia Commonwealth University. He has been involved in a variety of innovative teaching and learning projects at VCU, and he has a way of making clear the connection between a piece of technology and the kinds of student learning we might want to foster with that technology. In the interview, Enoch talks about three technologies he’s been experimenting with, in his own teaching and in his faculty development work, and he points to some general principles of teaching with technology. • @EnochHale10 on Twitter, https://twitter.com/enochhale10 • Enoch Hale’s blog, http://enochhale.blogspot.com/ • Telescopic Text, http://www.telescopictext.org/ • UNIV 200 Course Description, http://www.telescopictext.org/text/C3vhiMMnA6xtL • Flipgrid, https://info.flipgrid.com/ • PFF Grid, a FlipGrid site Enoch used with a graduate course on pedagogy, https://flipgrid.com/b75bb61b • Rethink Your Space, the motherblog for a VCU learning community on learning spaces, https://rampages.us/spaces/ • Digital Timelines, a teaching guide from the Vanderbilt Center for Teaching, https://cft.vanderbilt.edu//cft/guides-sub-pages/digital-timelines/

In this episode, we speak with Carwil Bjork-James, assistant professor of anthropology at Vanderbilt University. Bjork-James is a cultural anthropologist whose work focuses on strategies of grassroots autonomy and disruptive protest in Latin America. He serves on the board of the Wiki Education Foundation, a grant-supported non-profit institution, which supports the use of Wikipedia and Wikimedia projects in higher education contexts across the United States and Canada. In the interview, Bjork-James discusses the problem of representation on Wikipedia, ways he has worked with his students to write for Wikipedia, and how he sees his role as a Wikipedian. This episode’s interview is conducted by Gayathri Narasimham, Associate Director of the Vanderbilt Institute for Digital Learning. Links: • Carwil Bjork-James’ faculty page, https://as.vanderbilt.edu/anthropology/bio/carwil-bjork-james • @CarwilBJ on Twitter, https://twitter.com/CarwilBJ • Wiki Education Foundation, https://wikiedu.org/ • Tim Foster’s interview in Leading Lines Episode 13, http://leadinglinespod.com/episode-013/

In this episode, we speak with LaTonya Trotter, assistant professor of sociology at Vanderbilt University. Trotter is a medical sociologist, using ethnographic approaches to study how changes in the medical workplace alter how we think about illness and medical care. She was also a Junior Faculty Teaching Fellow at the Vanderbilt Center for Teaching, and she thoughtfully selects technologies for use in her teaching that align with the goals she has for her students learning. Links: • LaTonya Trotter’s faculty page, https://as.vanderbilt.edu/sociology/bio/latonya-trotter • Her new faculty profile, https://news.vanderbilt.edu/2013/10/07/new-faculty-latonya-trotter/ • Junior Faculty Teaching Fellows at the Vanderbilt Center for Teaching, https://cft.vanderbilt.edu/programs/jftf/ • Teaching with Blogs, a guide from the Vanderbilt Center for Teaching, https://cft.vanderbilt.edu/teaching-with-blogs/

In this episode, Vanderbilt’s Associate Provost for Digital Learning John Sloop interviews Jan Holmevik, Associate Professor of English and Co-director of the Center of Excellence in Next-Generation Computing and Creativity at Clemson University. Holmevik was instrumental in a recent effort at Clemson University to provide all its students and faculty with access to Adobe’s Creative Cloud suite of photography, design, video, and web apps. In the interview, Holmevik talks about what it took to launch this project, both in terms of strategic leadership and faculty development and support, as well as the roles digital literacy has played in higher education in the past. Links: Jan Holmevik's faculty page, http://www.clemson.edu/caah/departments/english/faculty-and-staff/facultyBio.html?id=280 @holmevik on Twitter, https://mobile.twitter.com/holmevik Jan Holmevik's Youtube channel, https://www.youtube.com/user/holmevik More on the Adobe initiative at Clemson, https://campustechnology.com/articles/2016/04/26/scaling-up-digital-literacy.aspx

In this episode, Stacey Johnson interviews William Pannapacker, DuMez Professor of English and Senior Director of the Mellon Grand Challenges Presidential Initiative at Hope College in Michigan. Pannapacker is a Walt Whitman scholar, and a proponent and supporter of the digital liberal arts. In the interview, he talks about that work, and the program building he’s done at Hope to enable more faculty to teach with technology. He also talks about his own career and the surprisingly limited role technology plays in his own teaching. Links: • William Pannapacker’s faculty page: http://www.hope.edu/directory/people/pannapacker-william/index.html • @pannapacker on Twitter: http://twitter.com/pannapacker • Mellon Scholars Program: http://www.hope.edu/academics/mellon-scholars/ • Grand Challenges Presidential Initiative announcement: http://www.hope.edu/news/2016/academics/grant-to-support-faculty-and-students-in-interdisciplinary-exploration-of-grand-challenges.html • Walt Whitman archive: http://whitmanarchive.org/ • Debates in the Digital Humanities: http://dhdebates.gc.cuny.edu/ • Palomino Blackwing: http://palominobrands.com/blackwing/

In this episode, we speak with Katy Börner, professor of information science at Indiana University-Bloomington. Dr. Börner is the curator of a traveling exhibit called Places and Spaces: Mapping Science. The exhibit, now in its twelfth year, features print and interactive visualizations capturing science and how science is done. Vanderbilt is hosting the exhibit this spring. Leading Lines host Derek Bruff interviewed Dr. Börner while she was on campus. Links • Katy Börner’s faculty page, http://ella.slis.indiana.edu/~katy/ • Places and Spaces: Mapping Science, http://scimaps.org/home.html • Places and Spaces Vanderbilt exhibition, http://vanderbi.lt/izlte • Student data visualization competition, http://vanderbi.lt/fl99v • Information Visualization MOOC, http://ivmooc.cns.iu.edu/index.html • Hans Rosling’s 2006 TED Talk, http://www.ted.com/talks/hans_rosling_shows_the_best_stats_you_ve_ever_seen • Hans Rosling’s 2009 TED Talk, https://www.ted.com/talks/hans_rosling_at_state

This episode features an interview with Tim Foster, a graduate student in Vanderbilt’s Department of Spanish and Portuguese. Tim is an active member of the digital humanities community at Vanderbilt, and he has worked at the Center for Teaching, the Center for Second Language Studies, and the Vanderbilt Institute for Digital Learning. Last fall, Tim was on a panel at Vanderbilt that focused on teaching with Wikipedia, where he shared a class project in which he worked with his students to write for the Portuguese language version of Wikipedia. Derek Bruff spoke with Tim about this project, as well as a few of Tim’s other experiments in educational technology. Links: • Tim Foster’s graduate student page, https://as.vanderbilt.edu/spanish-portuguese/people/bios/?who=76 • @peregrinotim on Twitter, https://twitter.com/peregrinotim • Nashville’s entry in Portuguese Wikipedia, https://pt.wikipedia.org/wiki/Nashville_(Tennessee) • Wikimedia Foundation’s Wikipedia Education Program, https://wikimediafoundation.org/wiki/Wikipedia_Education_Program • Wiki Education Foundation, https://wikiedu.org/teach-with-wikipedia/

In this episode, we feature an interview with Cassandra Horii, Director of the Center for Teaching, Learning, and Outreach at the California Institute for Technology. Leading Lines host Derek Bruff talked with Cassandra about a couple of the edtech projects her center is supporting at Caltech. Both projects involve making student learning visible in interesting ways. Cassandra also shared her “edtech manifesto,” a set of principles for helping instructors make thoughtful use of technology. Links: • Cassandra Horii’s staff page: https://www.teachlearn.caltech.edu/about/cassandrahorii • @cvhorii on Twitter: https://twitter.com/cvhorii • Caltech’s Center for Teaching, Learning, & Outreach: https://www.teachlearn.caltech.edu/ • SKIES, a collaborative learning platform developed at Caltech: https://www.skieslearn.com/ • The POD Network: http://podnetwork.org/

In this episode, we feature an interview with Kathryn Tomasek, associate professor of history at Wheaton College. Kathryn is interviewed by Cliff Anderson, Associate University Librarian for Research and Learning at Vanderbilt. Last summer, Cliff met several of Kathryn's undergraduate students at a private seminar that she held in the lead up to the 2016 Alliance of Digital Humanities Organizations conference in Krakow, Poland. Kathryn’s work focuses on transcription and mark-up of historical texts, and she and her students are active in TEI, the Text Encoding Initiative. In the interview, Kathryn discusses her experiences getting started with text encoding, the value of teaching all students how machines talk to each other, and the role that text encoding can play in helping students engage in the kind of close reading that’s critical for historical analysis. Links: * Kathryn Tomasek's faculty page: http://wheatoncollege.edu/faculty/profiles/kathryn-tomasek/ * Kathryn Tomasek's website: http://kathryntomasek.org/ * @kathryntomasek on Twitter: https://twitter.com/kathryntomasek * Wheaton College Digital History Project: http://wheatoncollege.edu/digital-history-project/ * Encoding Historical Financial Records: http://www.encodinghfrs.org/

In this episode we feature an interview with Steve Baskauf, senior lecturer in biological sciences at Vanderbilt University. Steve coordinates the introductory biological sciences labs, trains and mentors the undergraduate and graduate student teaching assistants for those labs, and designing and assesses inquiry-based lab curricula. However, this interview focuses on another aspect of his work at Vanderbilt: biodiversity informatics. Steve has developed Bioimages, an online image database with over 10,000 annotated plant and ecosystem images, and he has created mobile-friendly tree tours of the Vanderbilt campus. We talked with Steve about the semantic web, linked data, and the challenges and opportunities of creating and using machine-readable datasets. Links: • Steve Baskauf’s website, https://my.vanderbilt.edu/baskauf/ • @baskaufs on Twitter, https://twitter.com/baskaufs • @vutrees on Instagram, https://www.instagram.com/vutrees/ • Vanderbilt Arboretum tree tours, http://vanderbilt.edu/trees/tours/ • Bioimages website, http://bioimages.vanderbilt.edu/ • Linked Data and Semantic Web working group at the Vanderbilt Library, https://heardlibrary.github.io/semantic-web/

In this episode, we feature an interview with mathematician Paul Dehaye. Dehaye is known as the instructor of a 2014 massive open online course (MOOC) about massive open online courses that was mysteriously cancelled one week in. Dehaye is interviewed by John Sloop, Vanderbilt’s Associate Provost for Digital Learning, who met Dehaye at an Open edX conference last summer. Dehaye shares his perspective on that 2014 incident, and he comments on the role of for-profit companies in higher education, the future of online education, and the still untapped potential of MOOCs. Links • Paul Dehaye’s website, http://paulolivier.dehaye.org/ • Paul Dehaye’s faculty page, http://user.math.uzh.ch/dehaye/ • @podehaye on Twitter, https://twitter.com/podehaye • “The Mystery of the Missing MOOC” on Inside Higher Ed, https://www.insidehighered.com/news/2014/07/08/massiveteaching-mystery-captivates-confuses • Paul Dehaye’s July 4, 2014, blog post about #Massive Teaching, https://old.etherpad-mozilla.org/pr8ZtLXODg • George Siemens’ July 9, 2019, blog post about #MassiveTeaching, http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/ • "MOOC Platforms, Surveillance, and Control," Paul DeHaye's essay in the Sept-Oct 2016 issue of Academe, https://www.aaup.org/article/mooc-platforms-surveillance-and-control#.WEc-iX1vncg

In this episode, we feature an interview with Zoe LeBlanc, a sixth-year doctoral student in history at Vanderbilt University. Zoe studies networks, ideas, and spaces in modern history, and her dissertation examines the role of Cairo, Egypt, as a hub for anti-colonial activism in Africa during the Cold War. Zoe has been a graduate fellow at the Vanderbilt Center for Teaching, the Vanderbilt Institute for Digital Learning, and at the Vanderbilt Center for Digital Humanities. She helped launch a “Conversations on Digital Pedagogy” series at Vanderbilt, and continues to build and enrich the digital humanities community at Vanderbilt and elsewhere. We talked with Zoe about her experiments in digital pedagogy, her approach to using educational technology, and her career path as an aspiring digital historian. Links • Zoe LeBlanc’s website, http://zoeleblanc.com/ • @zoe_leblanc on Twitter, https://twitter.com/zoe_leblanc • HASTAC, https://www.hastac.org/ • HASTAC at Vanderbilt, https://my.vanderbilt.edu/digitalhumanities/hastac-scholars/ • Vanderbilt Center for Digital Humanities, https://my.vanderbilt.edu/digitalhumanities/ • Twitter in the Classroom, a Conversation on Digital Pedagogy, https://www.youtube.com/watch?v=m_WwQChezJA

In this episode, we feature an interview with Lynn Ramey, Associate Professor of French here at Vanderbilt. She is the author of multiple books and essays, including most recently Black Legacies: ‘Race’ and the European Middle Ages. Lynn is currently engaged in several ambitious digital projects exploring the use of video games and 3D environments as means to explore how societies and cultures have interacted in the past. She recently sat down for a conversation with Ole Molvig, an assistant professor of the History of Science and Technology, and a member of Vanderbilt’s Institute for Digital Learning. The two discuss the challenges of employing complex digital tools in the humanities, these tools’ promise for teaching, research, and outreach, as well as Lynn’s path and experiences in the digital humanities. Links • Lynn Ramey’s faculty page: https://my.vanderbilt.edu/lynnramey/ • @lynnramey on Twitter: https://twitter.com/lynnramey • Unity game engine: https://unity3d.com/ • Blender 3D creation tool: https://www.blender.org/ • Global Middle Ages Project: http://globalmiddleages.org/ • Virtual Placensia: http://globalmiddleages.org/project/virtual-plasencia • Voyages of St. Brendan (preview): http://www.discoveriesoftheamericas.org/explorers/brendan-of-clonfort/experience-brendans-world/ • Students as Producers on the Center for Teaching blog: https://cft.vanderbilt.edu/tag/students-as-producers/

In this episode, we feature two interviews conducted by Cliff Anderson, the Director of Scholarly Communications at the Vanderbilt library. Both interviews focus on Neo4j, an open source platform that can be used to visualize and analyze data and connections among data. Cliff interviews his Vanderbilt library colleague Suellen Stringer-Hye, Linked Data and Semantic Web Coordinator. Suellen has worked with a number of faculty members and students here at Vanderbilt, helping them use Neo4j in their research. In the interview, she talks about some of those projects and how a database tool like Neo4j can be easier to use than one might think. In the second interview, Cliff interviews Michael Hunger, who handles developer relations for Neo Technology, the company that has developed Neo4j. Michael shares a few more examples of how Neo4j has been used and how it supports collaborative data visualization and analysis. Links: • Suellen Stringer-Hye’s staff page: http://www.library.vanderbilt.edu/staffmember.php?staff_id=140 • @suellenshye on Twitter: https://twitter.com/suellenshye • Getting Started with GraphGists: http://heardlibrary.github.io/workshops/edtech/2016/06/01/graphgists.html • Michael Hunger on the Neo4j community: https://neo4j.com/blog/contributor/michael-hunger/ • @mesirii on Twitter: https://twitter.com/mesirii • Neo4j GraphGist site: https://neo4j.com/graphgists/

In this episode, we feature an interview with Lee Forester, Professor of German at Hope College, and Bill VanPatten, Professor of Spanish and Second Language Studies at Michigan State University. Stacey M. Johnson, Assistant Director for Educational Technology at the Vanderbilt University Center for Teaching, sat down with Forester and VanPatten at a language teaching conference last summer. Both faculty members have developed online learning materials, including textbooks, for language instruction, and Stacey’s conversation with the two professors explored ways that instructors use digital textbooks and publisher-provided learning platforms. As a companion to this podcast episode, Stacey Johnson has created a new teaching guide on working with publisher-provided online platforms, shared as part of the Vanderbilt Center for Teaching’s collection of more than 70 teaching guides on various topics. The new guide features more audio from Lee Forester and Bill VanPatten, as well as other language instructors Stacey interviewed recently. More on this episode’s guests: Lee Forester is Professor of German at Hope College, where he teaches all levels of German. He is the co-founder of a small textbook publishing company called Evia Learning, and co-author of three language textbooks: Auf geht's! (beginning German), Weiter geht's! (intermediate German) and Ritmos (beginning Spanish). His research and curricular work focus on effective use of technology, intercultural learning and creating language materials that promote personal transformation for students. Bill VanPatten is Professor of Spanish and Second Language Studies at the Michigan State University. He has published seven books, seven edited volumes, six language textbooks (including the movies Sol y viento, Liaisons, and the tele series Destinos), and 120 articles and book chapters. Two of his articles are listed in the top ten citations for articles in Studies in Second Language Acquisition and he has received local and national awards for his research, teaching, leadership, and mentoring. He is a frequently invited speaker within the United States and abroad. He is also the host of a popular podcast on Second Language Acquisition called Tea with BVP. Links: • Lee Forester’s faculty page - http://www.hope.edu/directory/people/forester-lee/index.html • Bill VanPatten’s faculty page - https://sites.google.com/site/bvpsla/ • Tea with BVP, Bill VanPatten’s podcast - http://www.teawithbvp.com/ • @teawithBVP on Twitter - https://twitter.com/teawithbvp • Principles of Communicative Language Teaching, from the University of Texas - https://coerll.utexas.edu/methods/modules/teacher/03/ • Digital Textbooks: Working with Publisher-Provided Online Platforms, a teaching guide by Stacey M. Johnson - https://cft.vanderbilt.edu/digital-textbooks-working-with-publisher-provided-online-platforms/

In this episode, we feature an interview with Jeff Rice, inaugural chair of the Department of Writing, Rhetoric & Digital Studies (WRD) at the University of Kentucky. Rice also holds the Martha B. Reynolds Chair in Writing, Rhetoric & Digital Studies, and he’s the author of multiple books and essays, including his most recent book, Craft Obsession: The Social Rhetorics of Beer. Rice recently sat down with John Sloop, Vanderbilt’s Associate Provost for Digital Learning, at the Rhetoric Society of America conference in Atlanta, where the two discussed the mission of “digital studies,” the role of open online education, and the relationship between craft beer and digital communication. More on Jeff Rice and WRD: * University of Kentucky faculty profile: https://wrd.as.uky.edu/users/jri236 * Writing, Rhetoric, & Digital Studies at UK: https://wrd.as.uky.edu/ * Yellow Dog, Jeff Rice's blog: http://ydog.net/ * Jeff Rice on Twitter: https://twitter.com/drfabulous

In this episode, we feature an interview with Mike Sharples of the Open University in the United Kingdom. The Open University is a public research university committed to increasing access to college through open admissions and online learning. It’s been around for more than 40 years, and it currently has more than 250,000 enrolled students from the UK and beyond. The Open University also runs FutureLearn, a venture that offers free online courses to the world. Not only does Mike Sharples hold a chair in educational technology at the Open University, but he is also the Academic Lead at FutureLearn. In his interview, he draws on that experience to describe the kind of social, collaborative learning that can happen online when you have hundreds or even thousands of learners. Sharples is interviewed by Gayathri Narasimham, Associate Director at the Vanderbilt Institute for Digital Learning, also known as VIDL. VIDL is, among many other things, Vanderbilt’s production shop for massive open online courses (MOOCs), which is why Gayathri was interested in talking with Mike Sharples about his experience designing and assessing MOOCs. More on Mike Sharples: • Open University faculty profile: http://www.open.ac.uk/people/ms8679 • Twitter: https://twitter.com/sharplm • FutureLearn: https://www.futurelearn.com/

When we started brainstorming ideas for a new educational technology podcast, we knew we wanted to include Vanderbilt instructors who use technology in innovative ways. We talk to colleagues regularly who impress us, and we wanted to share their ideas and perspectives beyond our own campus. In this episode, we feature our first Vanderbilt guest, Corbette Doyle. Corbette is a lecturer in organizational leadership in the Department of Leadership, Policy, and Organizations at Peabody College of Education and Human Development. She came to Vanderbilt in 2008 after a successful career in the healthcare industry, where she focused on strategic planning, diversity in the workplace, and risk financing. In her interview, she talks about the ways she uses technologies like Google Plus and Poll Everywhere in the service of very intentional teaching objectives, and she reflects on how she approaches adoption of new educational technologies. More on Corbette Doyle: Faculty Website - http://peabody.vanderbilt.edu/bio/corbette-doyle Linkedin - https://www.linkedin.com/in/corbettedoyle Twitter - https://twitter.com/corbettedoyle

George Siemens is executive director of the Learning Innovation and Networked Knowledge Research Lab at the University of Texas at Arlington. He is an internationally known expert in digital, networked, and open learning. Among his other accomplishments, he co-taught the very first massive open online courses (known as MOOCs) back in 2008. His “connectivist” MOOCs featured peer-to-peer learning through blogs, Twitter, and other platforms. These days, George continues to lead research efforts into MOOCs and other forms of digital learning. George was on campus at Vanderbilt in the spring to give a talk as part of the Schmidt Family Educational Technologies Lecture series, and he was kind enough to sit down to talk about the present and future of educational technology. We’re honored to have him as our first guest on Leading Lines. More on George Siemens: The LINK Research Lab at UT-Arlington: http://linkresearchlab.org/ Twitter: https://twitter.com/gsiemens Blog: http://www.elearnspace.org/blog/