As higher education embraces a hybrid future, how can emerging technologies enhance learner engagement, accessibility, and career readiness while promoting digital equity? This interactive workshop explores Powerful Learning Propelled by Technology through the lens of Digital Promise’s AI Literacy Framework and Digital Equity Framework. Through breakout discussions, case studies, and hands-on activities, participants will: reflect on impactful learning experiences and their vision for hybrid instruction, explore AI’s role in instructional design and personalized learning, engage with micro-learning modules and AI tools to address learner variability, and develop actionable next steps for integrating emerging technology into their teaching practices. This session provides practical insights, ethical considerations, and interactive exercises to help educators design inclusive and effective hybrid learning environments that empower all students.
Flipped learning, an approach where students review instructional content independently and complete active learning in class, works well with the hybrid model of instruction. Blending the best of both worlds, online and in-person learning, allows a diverse population of students to augment their learning. In this session, you will discover how EdPuzzle can transform your classroom into an interactive flipped learning space. Learn how to create interactive video lessons, allowing for self-paced learning and a deeper understanding of content. Edpuzzle’s features including embedded questions, progress tracking, and feedback to monitor student progress, will be revealed in this session. If you are new to flipped classrooms or want to enhance your craft, this session will offer practical suggestions to leverage EdPuzzle for effective teaching and learning. Come prepared to experience EdPuzzle and join a discussion with colleagues about how you can use flipped learning in your classroom.
Ever since Open AI made ChatGPT publicly available in 2022, university faculty nationwide have scrambled to figure out how to use the now various generative artificial intelligence (GenAI) programs to drive their students’ learning. The major challenge has been incorporating GenAI into existing instructional systems, rather than creating completely new ones. This virtual roundtable will provide participants with a model for and practice with employing scenario-based instruction using generative artificial intelligence (GenAI). This model can help participants create scenarios in mere seconds and allows the faculty member to make nuanced changes to selected aspects of those scenarios quickly to challenge students ability to adapt their use of course concepts and critical thinking skills to rapidly changing real-world situations.
In recent decades, anthropologists have included digital worlds in ethnographic work. Social life is lived out in person but also through the virtual worlds of video games, social media, blogs, and much more. Increasingly even our in-person lives are more intertwined with the digital as when we send money through a cash app or jump on a Zoom call. These new ethnographic landscapes come with potential to learn about communities but are also fraught with new ethical dilemmas. Through a section in a Research Methods Anthropology class, students learn about conducting virtual ethnography, and examine best ethical practices. This research talk focuses on a classroom activity where students play Cards Against Digital Anthropology, which is a game based on Cards Against Humanity. The aim of this activity is for students to playfully engage with ethically ambiguous scenarios in digital ethnographic fieldwork and reflect on their potential responses to these dilemmas.
This research inquiry measured the effectiveness of hybrid Faculty Learning Communities (FLC) by analyzing participation in a recent academic interdisciplinary faculty book study that was delivered both in-person and online. Faculty members who opted to participate in a monthly interdisciplinary book study were quantitatively queried shortly after the study’s conclusion using a 6-point Likert scale via a Qualtrics survey. Findings indicate that faculty found merit and value by participating, noting positive impacts on their sense of belonging, constructive impact on their teaching practices, increased levels of self-reflection as practitioners and an enhanced sense of community. Qualitatively faculty recognized the benefit of collaborating and sharing with colleagues across disciplines.
