Michael Coventry and Matthias Oppermann draw on their work with student-produced digital stories to explore how the protocols surrounding particular new media technologies shape the ways we think about, practice, and represent work in the scholarship of teaching and learning. The authors describe the Digital Storytelling Multimedia Archive, an innovative grid they designed to represent their findings, after considering how the technology of delivery could impact practice and interpretation. This project represents an intriguing synthesis of digital humanities and the scholarship of teaching and learning, raising important questions about the possibilities for analyzing and representing student learning in Web 2.0 environments.

Viet Thanh Nguyen reflects on a three-year experiment in assigning multimedia projects in courses designed around the question “How do we tell stories about America?” Determined to integrate multimedia conceptually into his courses, rather than tacking it onto existing syllabi, Nguyen views multimedia as primarily a pedagogical strategy and secondarily a set of tools. Exploring challenges and opportunities for both students and teachers in using multimedia, he outlines principles for teaching with multimedia, and concludes that, while not for everyone, multimedia can potentially create a transformative learning experience. 

Does multimedia scholarship add academic value to a liberal arts education? How do we know? Looking back at the history of the Honors Program in Multimedia Scholarship at USC, Mark Kann draws on his own teaching experience, discussions with other faculty members, and the university’s curriculum review process to explore these questions. He describes the process of developing the program’s academic objectives and assessment criteria, and the challenges of gathering evidence for his intuitions about the effects of multimedia scholarship. Finally, Kann reports on the program’s first student cohort and looks ahead to the future of multimedia at USC.

Traditionally, academic institutions have segregated multimedia production from disciplinary study. Bernie Cook wondered what his American Studies students would learn from working collaboratively to produce documentary films based on primary sources, and what he in turn might find out about their learning in the process. Students created documentary films on local history, and wrote reflections on their creative and critical process. Not only did students report tremendous engagement with the topics and sources for their projects, they also indicated satisfaction at being able to screen their work for an audience. By allowing his students to become producers of content, Cook enables them to participate fully in the intellectual work of American Studies and Film Studies.

This is a portrait of the new shape of learning with digital media, drawn around three core concepts: adaptive expertise, embodied learning, and socially situated pedagogies. These findings emerge from the classroom case studies of the Visible Knowledge Project, a six-year project engaging almost 70 faculty from 21 different institutions across higher education. Examining the scholarly work of VKP faculty across practices and technologies, it highlights key conceptual findings and their implications for pedagogical design.  Where any single classroom case study yields a snapshot of practice and insight, collectively these studies present a framework that bridges from Web 1.0 to Web 2.0 technologies, building on many dimensions of learning that have previously been undervalued if not invisible in higher education.

What endures about the work from the Visible Knowledge Project are the insights about teaching and learning that bridge from Web 1.0 technologies to Web 2.0. These insights emerged from the work in VKP by looking across practices and beyond specific technologies and sometimes the technology itself. These insights include findings that are conceptual and bear on pedagogical designs. Where any one of the classroom case studies yields a snapshot of practice and insight, collectively these studies present a picture of new learning, building on many dimensions of learning that have previously been invisible or undervalued in higher education.  (Part II of III)

What endures about the work from the Visible Knowledge Project (VKP) are the insights about teaching and learning that bridge from Web 1.0 technologies to Web 2.0. These insights emerged from the work in VKP by looking across practices and beyond specific technologies and sometimes the technology itself. These insights include findings that are conceptual and bear on pedagogical designs. Where any single classroom case study yields a snapshot of practice and insight, collectively these studies present a picture of new learning, building on many dimensions of learning that have previously been invisible or undervalued in higher education. (Part III of III)

“This is a social revolution, not a technological one,” says Michael Wesch, “and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.” Looking at higher education as a whole, as well as his own teaching, Michael Wesch argues that we have had our "why's," "what's" and "how's" of teaching and learning turned upside down, and that the most compelling consequence of this moment is that it has sent us into a new "question-asking, bias-busting, assumption-exposing environment." 

Over the past ten years, hundreds of colleges and universities around the world have begun utilizing electronic student portfolios to advance learning, teaching, and assessment. Theory and practice in the field are changing rapidly, even as new technologies emerge and the landscape of higher education shifts. In 2008, six hundred educators from seventy universities came to LaGuardia Community College for an international conference entitled “Making Connections: ePortfolios, Integrative Learning and Assessment.” In one key session, national experts such as Trent Batson and Helen Barret joined LaGuardia faculty leaders for a roundtable on "The Future of ePortfolio," exploring the challenges and opportunities offered by a new era.