Leading Lines

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/

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

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 • 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