Collaboration Partners: Liberal Arts and Sciences and the Library

Liberal Arts and Sciences has a long and successful history of collaboration with the library, especially regarding information literacy,  pedagogy, and electronic portfolios. This happens not only on campus in classes, in course reviews, guided research modules, rubric design,  and assignments that are co-crafted with Sue Maberry’s expertise, but also at conferences.  Debra Ballard, Sue Maberry and I have co-presented at  AICAD, Educause, and ARLIS conferences both regionally and nationally.   More recently I have been privileged to collaborate with Jean-Marie Venturini, the Instructional Designer for the college.  This past year we worked together on two projects that culminated in joint publications.

Following a panel presentation last year that also included Debra and Sue at The Association for Authentic Experiential, and Evidence Based Learning (AAEENEL) Regional Conference, Jean-Marie and I co-authored an article that presented the progress that the college has made toward assessment using eportfolios.  That article, “Learning by doing: using ePortfolios for Assessment at Otis College of Art and Design,” was accepted and published in Library Hi Tech News.

Nothing succeeds like success. We were on a roll. After collaborating on the MOOC “Modern Genius” for Canvas, Jean-Marie and I were invited to submit an article on elearning which was accepted by Current Issues in Emerging eLearning which is hosted by Scholarworks at UMass, Boston.  In this article, we discussed the development of designing and teaching an Art History MOOC from the perspective ofthe  discipline (that would be me),  technology (that would be Jean-Marie) and pedagogy–both of us.  Based on our experience with the MOOC,  our research on online teaching, and  some additional conference papers that I had given the previous year, we collaborated on “Highjacking the MOOC: Reflections on Creating/Teaching an Art History MOOC,” in which we had the opportunity to explain, critique, and offer suggestions regarding the future of MOOCs and on-line teaching and learning.

Scholarly collaboration is not new, but these types of collaborative publications are not exactly typical.  They do, however, offer opportunities for investigation, research, and professional practice that often mirror what and how faculty are becoming more successful and innovative in the classroom.  Instructional designers are rapidly becoming vital colleagues in designing and delivering course material.  Anyone who has spent time in the Teaching/Learning Center knows how invaluable Jean-Marie is, but her help often is “behind the scenes”–greatly appreciated but not always highlighted.  She is also a gifted teacher who has made the iPad class her own and teaches a great summer online course on Time Travel and Narratives. As instructional designers become even more integral to innovate pedagogy and educational technology, I can see many collaborative and publication opportunities.  Hopefully, Jean-Marie and I have not seen the end of our writing together.

 

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