What skills, abilities, and habits of mind do today’s graduates need to navigate and solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon a model of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building an integrated curriculum that fosters self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.

1. Educating Problem-Solvers for
Our Emerging Digital Ecosystem
Rebecca Frost Davis, October 30, 2020
Franklin Pierce University

2. APPROACH
•What skills do students need to thrive in their personal,
professional, and civic lives in our emerging digital
ecosystem?
•Vision for curriculum to build skills
•Recommendations for implementing that vision

3. EMERGING DIGITAL ECOSYSTEM
SHARE SKILL SUGGESTIONS IN THE
CHATROOM

6. EARLY VOTING
Austin, TX
Wait Times for Early Voting Locations
October 13, 2020
My wait on 10/16/20: 45 minutes
Had to redo the scale:
Green = 0-20; Yellow = 21-50; Red =
over 50 minutes

7. DATA
@FROSTDAVIS

8. PANDEMIC BAKING: FRENCH MACARONS

9. PARTICIPATORY CULTURE

10. TIK TOK
“a viral Chinese video-sharing social
networking service” (Wikipedia)
Lorenz, Taylor, et al. “TikTok Teens and K-Pop
Stans Say They Sank Trump Rally.” The New
York Times, 14 Sept. 2020. NYTimes.com,
https://www.nytimes.com/2020/06/21/style/
tiktok-trump-rally-tulsa.html.

11. NETWORKS

12. EMERGING
Constant change
Change management
Resilience
Lifelong Learning

13. EMERGING DIGITAL ECOSYSTEM
• Shaped by networks, which are fundamentally social;
• Characterized by horizontal access to creation and production;
• Increasingly driven by data, algorithms, and artificial
intelligence that personalize information for users and inform
human judgment
Bass & Eynon, “Open and Integrative”,
(AACU, 2016) p. 13

14. STUDENTS & THE EMERGING DIGITAL ECOSYSTEM
St. Edward’s University Topper Technology Survey, entering students, 2019

15. HOW DO YOU OR YOUR COLLEAGUES GIVE STUDENTS
PRACTICE IN THE EMERGING DIGITAL ECOSYSTEM?
ANSWER IN THE CHAT.
• Networks
• Digital creation
• Data
• Partnering with technology to solve problems.

16. GEMS
General Education Maps and Markers
Equity minded & digitally informed
Prepares students for their personal,
professional, and civic lives
Digital Working Group

17. LEVY AND MURNANE, DANCING WITH ROBOTS

18. “ARE YOU READY FOR THE RISE OF 'HYBRID' JOBS?”
2018 Report by
• The Business-Higher Education
Forum
• Workforce Analytics by Burning
Glass
The New Foundational Skills of
the Digital Economy
• Human Skills
• Digital Building Blocks
• Business Enablers

19. HUMAN
SKILLS
• Communication
• Critical thinking
• Collaboration
• Analytical skills
• Creativity
DIGITAL BUILDING
BLOCKS
• Managing data
• Software
development
• Computer
programming
• Analyzing data
• Digital security &
privacy
BUSINESS
ENABLERS
• Business process
• Project
management
• Digital design
• Communicating
data

20. GEMS DESIGN PRINCIPLES
•Proficiency
•Agency and Self-Direction
•Integrative Learning and Problem-Based Inquiry
•Equity
•Transparency and Assessment

21. INTEGRATIVE LEARNING AND PROBLEM-BASED
INQUIRY
• Integration of curricular, cocurricular, and community-based
learning, as well as prior learning experiences
• In local, global, and virtual communities and networks
• Demonstrate proficiencies through inquiry into unscripted
questions and problems
• “Signature work”

22. MCDONALD TERRITORY

24. PRINCIPLE 1: PROFICIENCY
Colleges and universities should
provide clear statements of desired
learning outcomes for all students,
as well as design curricula and
experiences that lead to the
development of proficiencies that
are demonstrated at progressively
higher levels.
Baseline
Core
Distinguishing
GROWING COMPETENCIES

25. SCAFFOLDING SIGNATURE
WORK IN THE EMERGING
DIGITAL ECOSYSTEM

26. CRITICAL READING THROUGH SOCIAL
ANNOTATION WITH HYPOTHESIS

27. COMMUNITY-ENGAGED ANNOTATION

28. SCAFFOLDING
ENGAGEMENT ACROSS
NETWORKS
Dunn, M. B. (2018). Using Social Network
Analysis in the Classroom: An Experiential
Activity and Tool to Enhance a Sense of
Community. Management Teaching Review,
2379298118796600.
https://doi.org/10.1177/23792981187966
00
Exploring social capital by analyzing their
own networks in the classroom

29. CITIZEN SCIENCE
iNaturalist app: http://www.inaturalist.org/

30. WILD BASIN BIODIVERSITY PROJECT

31. PLAYING WITH TEXT ANALYSIS
http://rebeccafrostdavis.wordpress.com/2013/11/12/reflections-on-a-text-analysis-assignment/

32. REFLECTING ON PERSONAL DATA

33. INTEGRATIVE LEARNING: CONNECTING THEORY TO EXPERIENCE
IN ELECTRONIC COMMUNITIES

35. STORYMAPPING
HTTP://STORYMAPPING.BLOGS.MUHLENBERG.EDU/

36. WHAT WORKS FOR YOU? ANSWER IN THE CHAT.
A. Digital scholarship
B. Social annotation
C. Network Analysis
D. Mobile data gathering
(citizen science)
E. Text Analysis
F. Personal data reflection
G. Engaging electronic
communities
H. Wikistorming
I. Storymapping

37. IMPLEMENTING

38. DIGITAL PEDAGOGY IN THE HUMANITIES

39. DIGITAL HUMANITIES
NETWORK
Grandjean, Martin. “A Social Network
Analysis of Twitter: Mapping the Digital
Humanities Community.” Cogent Arts &
Humanities, vol. 3, no. 1, Apr. 2016,
doi:10.1080/23311983.2016.1171458.

40. KEY CONCEPTS IN DIGITAL PEDAGOGY
Openness
Collaboration
Play
Practice
Student
Agency
Identity

41. ADVICE DRAWN FROM THE DIGITAL PEDAGOGY
COMMUNITY

42. Questions?