Jay Collier (@JayCollier)

Midcoast Maine USA

The below is an off-site archive of all tweets posted by @JayCollier ever

April 2016

Bass: GU now has project-based minors in psychology. Other large departments testing new models.

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Bass: What we’re doing (GU Red House) is an invitation. Who would like to think in new ways? All projects are faculty driven

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Bass: Ask student what they most valued in their education. ePortfolios express integration of the formal & informal learning.

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Bass: GU students developed a model for higher education that focused on making connections & doing what matters. Be authentic.

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Bass: Allow students to do meaningful activities from the start; a community of practice, to balance study and practice.

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Bass: Most online education was focused on modularizing learning into unbundled pieces, but missed whole person approach.

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Bass: Red House is incubator in Provosts Office. Every project has to break at least one rule, to push against a constraint.

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Bass: GU now has all-university advisory committee from all schools to review and approve pilot experiments.

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Bass: In evolutionary sense, we need to create diversity in higher education models to find out what works best.

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Bass: As we unbundle & rebundle higher education, we need to know what parts are most valuable, focus on them, and reduce costs

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Fostering Fostering Professional Formation (Professionalism) papers.ssrn.com/sol3/papers.cf…

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Bass: The Carnegie definition formation is about whole-person professional.

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Bass: in every course, facilitate knowledge of domain, the world, and yourself. pic.twitter.com/NG8kAo0MZK

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Bass: Design principles for a rebounded institution: learner-centered, networked, integrative, adaptive.

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Bass: Reframing conversation about education. pic.twitter.com/bTtubLGZYW

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Bass: ePortfolios must be social, encourage feedback in context of community.

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Bass: ePortfolios make connections between ideas, think more deeply, synthesize, and apply learning.

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Bass: From the inside out: A student’s own integrative ePortfolio Practice, bring together countless experiences.

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Bass: Connected Learning: Learning that is native to this century give.uci.edu/recognition/ne…

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Bass: GU goal of having a large number of skills modules. [See my proposal for a Dean of Curation, ca. 2008]

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Bass; Community and mentorships - 8-week summer course to be used in global studies csj.georgetown.edu/intersections

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Bass: ASU Habitable Worlds (Drake equation) habworlds.org

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Bass: OLI delivers 15-week traditional statistics course in 8-9 weeks; just as effective.

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Bass: Engagement at scale - Hybrid of adaptive materials and faculty guidance. OLI, adaptive learning, intelligent tutors.

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Bass: Engagement at scale; Community and mentorship; Integration from the inside out.

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Bass: How do we design a high-impact integrative curriculum that brings together generic materials & the individual experience?

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Bass: What makes them high impact? Sense of purpose. Support high-impact teaching

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Bass: What makes them high impact? Students invest themselves, accountable, make decisions, outside comfort zone, synthesize

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Bass: High impact practices - First-year experiences, collaborative assignments, capstone courses aacu.org/leap/hips

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Bass: We’ve been stuck in binary dichotomy. Instead, how to we have integrative vision bring together the unbundled.

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Bass: Silicon valley investments have been focused on the dis-integrative unbundling of education.

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Bass: Disintegrative and integrative paradigm of learning. pic.twitter.com/s8gwT0suPB

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Bass: Great tension of moment is between integration (bundlingand dis-integration (unbundled)

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Bass: Digital ecosystem: Network of networks; data & algorithms; participatory social; abundant and open resources.

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Bass: Gallup-Purdue: role of mentorship, signature work, experiential education products.gallup.com/168857/gallup-…

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Bass: Integrative “high touch” services help students.

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Bass: Part of the narrative is that “unbundling = equity” but that’s not true science.sciencemag.org/content/350/62…

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Bass: Gartner Hype Cycle as applied to MOOCs: overhyped, trough of disillusionment, now settling to plateau.

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Bass: Open online courses, skill-based learning, data analytics/adaptive learning.

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Bass: Whole person education prepares students for a lifetime of success in a rapidly-changing world

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Bass: Striving to cultivate a balanced person with intellectual, affective, imaginative, reflective capacities

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Bass: Educating the whole person. Knowledge + skills + dispositions (values) Ways of being in the world futures.georgetown.edu/formation/

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Bass: Shifts: From digital tools to a learning ecosystem. From unbundling to rebuilding. Whole person is key.

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Bass: Future of university as a design problem. More widely available and meaningful for expanded population of students.

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Bass: The University of 2030 requires flexibility and more connection. UNE’s Innovation Hub resonates. une.edu/strategy/initi…

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Bass: How can we afford to be the university we want to be in 2030, within changing context of liberal education?

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Bass: What might a Georgetown education look like in 10-20 yrs? How to ensure quality student learning? Improve faculty lives?

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Bass: Designing the Future(s) of the University futures.georgetown.edu

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Randy Bass of Georgetown is here at to talk about higher education and the digital ecosystem

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“Minecraft is thus an almost perfect game for our current STEM educational moment” j.mp/26drHY4

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@steelemaley Thank you Thomas! I look forward to learning about your work @JayWRoberts

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WordFence: Panama Papers data breach likely caused by old Revolution Slider plugin & insecure Drupal portal instance j.mp/25T5Yop

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Mossack Fonseca Breach may have been caused by WordPress Revolution Slider Plugin - Wordfence j.mp/1Mi2d5s

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Johnston: Improves recruitment of best-fit students, engages students for retention. (In BC, 21 or 23 HE have co-op programs.)

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Johnston: Simon Fraser U places 3,000 co-op students per year, with 30+% related to research.

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Johnston: Participating in co-op is a factor when selecting college, esp. if counts for credit toward major and is paid

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Johnston: Attributes of high impact experiential education. pic.twitter.com/5i4bQBK882

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Johnston: Attributes of impactful educational experiences. pic.twitter.com/wdHh07xET0

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Johnston: Enroll potential students with specific attributes that are most likely to complete. Best fit not GPA.

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Johnston: Work-study, with context of learning outcomes, can be assessed as Experiential Ed. activity/programs.

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Johnston: EE develops learners’ knowledge, skills, and values.

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Johnston: Experiential Ed. (EE): Experiences intentionally linked to learner’s goals. Designed, monitors, assessed by college

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Nancy Johnston (Simon Fraser U.): Experiential Education and Strategic Enrollment Management

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Harkavy: University-Assisted Comm. Schools: 2200 Penn student, 49 faculty, 110 staff with 3000 West Penn K12 youth and families

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Harkavy (Penn): Academically Based Community Service - Service learning, collaborative problem solving, universal problems

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Dewey: thinking begins in ambiguous dilemma in the present; problem solving starts in patterns of ideas pic.twitter.com/aYUPWpIRP5

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Harkavy: Netter Center solves complex, comprehensive, and interconnected problems of the American city nettercenter.upenn.edu

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Harkavy: Why Colleges and Universities? Resources, discoveries, leadership, anchor institutions

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Ira Harkavy - Netter Center for Community Partnerships - Penn

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Ira Harkavy - Community Based Service Learning as a Means to Advance Research, Teaching, Learning, and the Quality of Life

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Hopey: Coops started as earn-to-learn, now work-integrated. Needn’t always happen in workplace. 1st year student experience

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Christopher Hopey, Merrimack College: Moved coops from academic unit to alumni relations. Start with 1st year experience

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Dr. Richard Freeland, keynote, Experiential Education Coloquium pic.twitter.com/7NsIFVCqfW

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AACU LEAP VALUE rubrics for essential learning: aacu.org/value-rubrics

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Dumas (Johnson & Wales): Strategic communications - What are your goals? With whom do you share results and how?

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Dumas (Johnson & Wales): Strategic communications - bridging the academic and employer perspectives, what to do with data?

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McRae: Challenges of EE assessment 2: How do faculty know what learning has happened in the workplace?

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McRae: Challenges of EE assessment: Workplaces have their own evaluations, sometimes don’t want another assessment

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McRae (UVic): 3,300 coop students in 10 faculties. 10 core competencies. Students set/assess objectives uvic.ca/coopandcareer/…

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McRae: What do you assess? Competencies, worldview, dev of self, mastery (outputs), student as change agent (see slide deck)

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McRae: Assessing experiential learning: be clear about model, conditions, preparation, and operational constraints

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McRae’s 2015 research. Cultural contexts are critical. apjce.org/files/APJCE_16…

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McRae: Enabling transformative learning: suitable preparation, supportive env., mediated experiences, dialog, self-reflection

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McRae: Hard to facilitate truly meaningful transformation with students. Developmentally-appropriate challenge.

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McRae: Transformative learning questions assumptions through critical self-reflection, results in shift en.wikipedia.org/wiki/Transform…

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McRae: Experiences need to be scaffolded to be valuable. To be thrown into some experiences may not be helpful

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McRae: Students in experiential education programs select and/or use multiple approaches to programs and activities

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McRae: Enactivist approach: Co-creation with learner and organization or environment. (Engestrom, 1987) lchc.ucsd.edu/mca/Paper/Enge…

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McRae: Participative: in community of practice Lave and Wenger 1991

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McRae: Psycho-analytical: personal change in self-awareness, self-efficacy, outside “comfort zone” uky.edu/~eushe2/Bandur…

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Norah McRae: Critical-Cultural approach: gain insights into broader worldview and power dynamics (Paolo Friero)

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Norah McRae (U of V): Constructivist approach: applying learning in a context learningfromexperience.com/media/2010/08/…

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Norah McRae (U of V): 5 approaches to Experiential Learning: methodenpool.uni-koeln.de/situierteslern…

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University of Victoria and Johnson & Wales presentation on Assessment and Evaluation of Experiential Education

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Liberal arts and sciences are on the rise globally, adding depth to experiential learning programs

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University of Victoria (BC) supports community-engaged research for faculty promotion uvic.ca/home/about/com…

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Clark U: Challenge is how to include non-traditional roles, mentoring, in experiential education for faculty promotion

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Simon Fraser: Focus on teaching skills as transferrable

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Simon Fraser University, Vancouver BC, has coops in arts and social sciences. sfu.ca/coop/programs/…

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Simon Frazier University, Vancouver, has coop in arts and social sciences. Focus on teaching skills as transferrable sfu.ca/coop/programs/…

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Limerick: Students come back from coop transformed by experience, including arts students

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U of Limerick provides all undergraduate arts and science students with coops. High alumni placement. ul.ie/industry-busin…

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Freeland: Some arts and sciences faculty are contemptuous of experiential education. Need to change cultures

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Freeland: What the rest of the world needs is liberal education nytimes.com/2015/02/11/opi…

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Freeland: Dewey: “It is impossible to separate deep learning from experience” We must recover that truth for future students

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Note: Maine’s K-12 Learning Results and Guiding Principles align closely with AACU LEAP projectlogin.com/curiosity-to-c…

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Freeland: AACU LEAP integrates practice, application, teamwork, engagement aacu.org/leap/essential…

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Freeland: Between liberal and professional education, a new blended model is emerging: AACU LEAP aacu.org/leap

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Freeland: Students are demanding work experience and practical skills at liberal arts colleges

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Freeland: Liberal and professional learning becoming more integrated over past decades (case studies, civic engagement)

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Freehand: Critical thinking, quantitative reasoning, problem solving, and adaptability of liberal education valuable in life

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Freeland: Liberal learning is foundational for advanced prof. studies, but many faculty have strong contempt for job prep.

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Freeland: Professional studies/experiential education programs prepare students for careers. Classroom study only goes so far.

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Freeland: As liberal arts and sciences graduate, he felt unprepared for work. en.wikipedia.org/wiki/Richard_M…

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Keynote: Dr. Richard Freeland, former NEU president, on relationship between experiential education and liberal learning

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Gallup: Students are 1.5 more times more likely to consider higher ed. valuable if there are work-integrated experiences

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Generation Z: Less comfort with ambiguity, lower ability to focus on work tasks and face-to-face communication

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Today’s colloquium: Communicate best practices for connecting work-integrated education with academics for life success

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Gallup-Purdue: Top college experiences that contribute to thriving after college: work experience gallup.com/poll/168848/li…

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Research: Experiential education helps student recruiting, retention, and outcome metrics in career engagement.

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HBR on performance reviews: “Develop a set of agreed-upon performance metrics that are consistently tracked. ” j.mp/1VA2F0r

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Attending the colloquium on experiential education at the Federal Reserve.

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