Sarah Moncada, Academic Innovation Initiative Project Coordinator
In September 2016 President Mark Schlissel and former Provost and Executive Vice President for Academic Affairs Martha Pollack charged the Office of Academic Innovation with stewarding the Academic Innovation Initiative. The Initiative is a year-long effort to discuss, design and pilot strategies that will support the University of Michigan’s continued leadership within the evolving landscape of higher education.
How should the university adapt to continue to deliver academic excellence and social impact in a digital era where there is vast opportunity to reach new learners, create new opportunities for learning, and better meet increasingly diverse learner needs? To address this challenge, the President and Provost outlined the following goals for the Academic Innovation Initiative:
- Launch a set of rich and interconnected experiments to explore the future of education at the University of Michigan, on and off campus, in formal and informal environments
- Assess the constraints that inhibit academic innovation and explore ways to overcome them
- Propose designs for structures and systems that enable ongoing academic innovation across the U-M
- Recommend investments and solutions by which the designs can be realized and made available to the entire U-M community
- Propose a transformational approach for leveraging academic innovation to shape the future of education and further realize our mission
Over the past several months the Office of Academic Innovation has worked closely with the Academic Innovation Initiative Faculty Steering Committee to tackle these goals. Below, members of the Steering Committee reflect on the accomplishments of the Initiative thus far, identify current challenges and share next steps for future academic innovation at Michigan.
Accomplishments of the Initiative
When asked what they believe have been the most significant accomplishments of the Academic Innovation Initiative to date, several Steering Committee members called attention to projects that “think outside the box” of traditional university offerings.
For example, Dr. Agrawal believes the U-M Teach-Out Series to be a significant achievement of the initiative. Teach-Outs are short, weekend-long, open online learning experiences on contemporary issues. He helped create and facilitate the first U-M Teach-Out on Democratic to Authoritarian Rule. Dr. Agrawal values the flexibility and reach of the format. He observes, “The Teach-Outs allow faculty and learners to engage in ways that are usually not possible with a short lead-time, or because people with an interest in a particular topic are distributed very widely. With the Teach-Outs we can bring them into a common space to learn from each other and to engage with different experts. This is an interesting and important mechanism for the university to reach out and to engage with the public.”
Other Steering Committee members identified ways initiative-related efforts have helped shape the residential experience. Dr. Fishman pointed to the increased use of gameful learning principles on campus. More U-M instructors have begun using GradeCraft, a digital platform co-created by Dr. Fishman and Caitlin Holman, Ph.D. Candidate in the School of Information and Lead Software Developer at the Digital Innovation Greenhouse, that facilitates gameful course design. GradeCraft recently launched for commercial use by K-12 schools and universities.
In courses using GradeCraft, learners build their grade up from zero and have increased autonomy in the types of assignments they complete to achieve their desired course grade. Students are able to view their progress and feedback at any time, and there is flexibility to take risks and explore challenging activities without the fear of ruining one’s course grade. Beyond these core features of GradeCraft, Dr. Fishman thinks of gameful learning as a framework for profound change of the residential learning environment, “My real vision for gameful learning is that it’s a whole different way of thinking about the relationship between learners and content, between learners and goals–a different way of thinking about how we mark learning, regulate learning and promote learners.”
Many members of the Steering Committee believe the community-building work of the Initiative to be another significant accomplishment. Dr. Gerber notes, “To me, nurturing a culture of innovation is important. And you do that really through the experiments and through talking to people about constraints and what their ideas are. We have a couple of big signature projects, but then just being the place that is pushing the university to think about innovation differently–I think that’s really important.”
As one piece of this community-building effort, the Office of Academic Innovation hosts bi-weekly “Innovation Hours,” informal gatherings featuring a different theme each session. Innovation Hours have helped promote a culture of innovation by bringing diverse constituents together around shared interests. Some have even inspired ongoing communities of practice, where participants meet regularly to go more in depth on a particular topic. Dr. Gerber, for example, facilitates the Simulations Community of Practice, an interdisciplinary group that meets regularly to discuss the development and implementation of simulation-based teaching tools.
Challenges to Consider
Faculty members also reflected on challenges to address as the work of the Academic Innovation Initiative continues. Many cited the need to cultivate deeper connections between U-M’s campuses and disciplines. The Ann Arbor campus alone has 19 schools and colleges–each with its own organizational structures, priorities and resources. It is a challenge to break down the silos to connect constituents across campus(es) who are searching for solutions to similar pedagogical problems.
How does the Steering Committee plan to address this challenge? Dr. Gonzalez recommends studying the successes of innovative, discipline-specific teaching models and then exploring ways they might be useful or scalable in other domains. She pointed to the immersive, apprentice-based learning systems employed in the School of Music, Theatre and Dance as an example.
Similarly, Dr. Kaul agrees that “each school has something to offer” and suggests a systematic data-gathering effort to survey the teaching challenges and creative solutions of each of the campus units. Increased awareness of what other units are doing would encourage interdisciplinary collaboration as people discover shared problems and identify useful approaches from other areas.
Dr. Alcock recommends using digital tools to further connections between the Ann Arbor, Flint and Dearborn campuses, “It would be very cool to have classes taught on all three campuses and have the students interact. It could be online partly. That is something that has always interested me, to continue this three-way campus.”
Another constraint involves the entrenched practices and incentive structures of the separate units, which often discourage collaboration, pedagogical risk-taking and/or extensive change. In considering this challenge, Dr. Millunchick notes faculty incentives like titles and resources really matter– instructors might have great interest in developing a new pedagogical tool or trying a creative approach in their teaching but feels such work might not be valued or supported in their home departments. Titles like “Academic Innovation Fellow” signal prestige and significance, Dr. Millunchick suggests, while targeted resources and support help offset the burden of other professional obligations.
Dr. Gross believes a way to encourage innovation might involve offering more low-stakes ways for instructors to get involved with this work. She reflects on some of the Office’s existing projects and tools. “What could hook faculty into this, so they can start growing their skills stealthily, so they can start experiencing these things incrementally? I want the programs to be bold, but I want there to be a way for faculty to take small steps to start moving in this direction. So making sure ladders are built for each of these tools that we make.”
Many Steering Committee members lament the restrictive nature of the credit-hour system and the academic calendar, noting how difficult it is to create a radically different learning experience when it must still somehow fit neatly into the semester schedule and academic transcript. Dr. LaVaque-Manty asks, “How do we free faculty and students from worrying about the structural constraints of the curriculum?”
Dr. Stalburg, for example, wonders if the General Studies major might be reimagined as a prestigious means of handcrafting a self-directed, competency-based degree program. Dr. Gross suggests a summer institute that could serve as a safe space for academic exploration and risk-taking. Dr. Gonzalez envisions a small-scale experiment in which a cohort of faculty and students are released from typical requirements and supported by the university to participate in project-based learning experiences. Regardless of what this future project might look like, many agree with Dr. Fishman when he says, “I would love to see us move rapidly beyond the idea of credit-hours and grades to create constraint-freeing spaces.”
So what is next for the Academic Innovation Initiative? In an effort to continue pursuing the goals of the President’s charge, here are some activities and projects the Steering Committee members and the Office of Academic Innovation have on the horizon:
- Traveling Innovation Hours – Instead of hosting bi-weekly themed conversations in the Office of Academic Innovation Spaces in Hatcher and 500 E. Washington this fall, Academic Innovation staff will host Innovation Hours in different regions of the Ann Arbor campus to hear from departmental communities about pedagogical challenges and creative solutions in their home units.
- Intend to Attend – Dr. LaVaque-Manty, Dr. McKay and Dr. Millunchick, in collaboration with the Digital Innovation Greenhouse, are developing an M-Cubed project entitled Intend to Attend, which will use digital tools to build opportunities for college admissions support and guidance about the college experience for pre-college learners.
- Foundational Course Initiative – Dr. McKay, the REBUILD team and CRLT will pilot its program of collaborative course design that provides instructional, technological, assessment and student support resources to teaching teams of foundational courses.
- Expansion of the U-M Teach-Out Series – The next round of Teach-Outs is slated for early fall 2017 and will include offerings on the evolution of the Internet and its impact on society, civil rights and liberties in the contemporary era, privacy and identity in the face of Big Data and the modern epidemic of sleep deprivation. Instructional teams are invited to submit proposals for the third round of the U-M Teach-Out Series by September 27.
- Academic Innovation Initiative Summit – The Office of Academic Innovation will host a series of events and activities in fall 2017 to celebrate the progress of the Initiative and foster dialogue on important questions related to higher education. Mark your calendars for November 14, 2017, when we will host an inclusive, interactive, day-long summit to close the initial year-long push and to collaboratively design the future of academic innovation at Michigan. Check our events page for updates and further details as the fall term approaches
Four new Teach-Outs in August and September will focus on technological advances that have changed the way we live, civil rights and civil liberties in the current political environment, and sleep deprivation.
ANN ARBOR—Technology for a University of Michigan learning approach that employs video game-style strategy made its way to the market this week.
The gameful instruction tool known as GradeCraft is now available to K-12 schools and universities, and a key university that promotes the use of technology in the classroom has signed on.
“With the ability to access and leverage GradeCraft, instructors around the world are now able to join a growing global community of educators committed to increasing student learning,” said James DeVaney, associate vice provost for academic innovation. “This is a perfect example of what’s possible when a research university like U-M supports a culture of innovation in learning, and a talented group of faculty, staff and students invests significant effort and creativity into solving a complex problem.”
One of the first universities to purchase a site license is University of Arizona, a national leader in using digital technology in the classroom.
“We are excited to partner with Gradecraft and the University of Michigan. It is fantastic to find an educational technology that is built from the ground up with faculty leadership and based upon cutting-edge scholarship,” said Vincent Del Casino Jr., UA vice president of academic initiatives and student success. “The University of Arizona looks forward to deepening our partnership over time as we push toward a more comprehensive vision of gameful learning on our campus.”
Much like the video games students grew up playing, gameful instruction encourages them to take risks as they make choices about how to progress through a course. Students choose assignments they find challenging, and the unique software not only guides them through those choices but also helps them know what to do to succeed.
GradeCraft was co-developed in 2012 by Barry Fishman, professor at the U-M schools of Information and Education, and Caitlin Holman, doctoral candidate in the U-M School of Information and lead software developer at the Digital Innovation Greenhouse within the Office of Academic Innovation.
After successful implementation in his courses, Fishman shared the approach with colleagues across the university. Earlier this year, GradeCraft became available to all U-M faculty and staff through its Canvas course management system.
To date, 56 courses have employed some aspects of gameful learning, serving more than 10,000 students. This includes a series of massive open online courses (MOOCs).
“We believe gameful is a great way to reconnect students to learning and we’re excited to bring it to a larger audience,” Fishman said.
He and Holman have been working on developing the web application to support scaling the technology for use by others.
Prior to the public release, the team invited instructors from K-12 and higher education institutions across the world to develop courses and programs using the beta version of the application.
“This launch is coming after five years of work that started with an idea I had for how to use technology to support gameful courses,” Holman said. “Everyone starts at zero and then they build toward mastery of the course material.
“We get questions about how rigorous a course is given how many students earn high grades, but we consistently hear instructors describe their students doing creative and high quality work. When you design these environments properly you can create an incredible learning experience for students.”
Their work was supported by funding from the U-M Learning Analytics Task Force and a $1.88 million grant from university’s Third Century Initiative, the latter a $25 million fund created in advance of the university’s Bicentennial—which kicks off in full this year—to support faculty in the creation of courses and programs that transform learning for U-M’s next century.
GradeCraft was embraced by the Office of Academic Innovation and added to the portfolio of the Digital Innovation Greenhouse, where its developers could harness existing resources around software development, infrastructure expertise and user experience design.
“We created the Digital Innovation Greenhouse for just this purpose: to help translate digital education innovations like GradeCraft to scale. We’re thrilled to see it begin its expansion beyond campus, and look forward seeing gameful learning spread across higher education in the coming years,” said Tim McKay, professor of physics, astronomy and education, and director of the Digital Innovation Greenhouse.
The Transforming Learning for a Third Century grant funded the Gameful Assessment in Michigan Education (GAME) project in summer 2015, enabling the creation of a Gameful Learning Community of Practice. This resulted in formation of a Gameful Learning Lab with goals to convene educators from U-M and other institutions to collaboratively design gameful learning environments, and conduct a research-based approach to the development of tools around this theory of learning.
“The Gameful Learning Lab is committed to helping instructors at Michigan and beyond transform their courses to support students,” said Rachel Niemer, director of the Gameful Learning Lab.
Holman said some might think gameful learning is only for faculty who want to use technology extensively, but at U-M there are high- and low-tech uses.
For example, one Literature, Science, and the Arts faculty member uses a high-tech approach to teaching multiple sections of a course at the same time. Essentially being in the same place at the same time allows him to offer smaller course sections, which promotes better engagement and camaraderie among students.
A low-tech approach can be found in the College of Engineering, Holman said, where single technical communications course is paired with numerous departmental courses to give students a writing component in core engineering curriculum.