Technology-enhanced learning


Technology-Enhanced Learning (TEL) Opportunities

Building on the successes and lessons learned from Georgetown University’s Initiative on Technology-Enhanced Learning (ITEL), CNDLS is pleased to announce a new set of programs and funding opportunities.

CNDLS TEL Colloquium

The CNDLS TEL Colloquium provides an opportunity for faculty to join a small group of colleagues in monthly meetings and explore topics in technology-enhanced learning (TEL) while designing and implementing an individual TEL project.

Faculty will explore a range of learning models as well as discuss issues of design and implementation, including selecting appropriate tools, addressing challenges, and assessing impact on the student experience.

Meetings will be facilitated by CNDLS faculty and staff. In addition to attending monthly meetings, participants will be asked to design, implement, and assess a TEL project by the end of their year-long participation.

2018-2019 Theme: Approaches to Blended Learning

The 2018-19 TEL Colloquium will explore a range of pedagogical approaches to blended learning (sometimes referred to as flipped, hybrid, or mixed-mode learning). As part of this exploration, faculty in the TEL colloquium will engage with various strategies and tools to integrate traditional in-class learning with learning beyond the classroom. In the 2018-19 Colloquium, faculty will engage with each other in both face-to-face monthly meetings and in an online environment as they design and implement individual projects.

For examples of blended learning projects that Georgetown faculty have undertaken in the past few years, see the following:

Funding: Participants will receive a $2,500 stipend for full participation in the Colloquium, including attending monthly meetings, engaging with colleagues in an online environment, designing and implementing a TEL project, participating in the Teaching, Learning and Innovation Summer Institute, and providing progress updates and a final report to CNDLS.

Eligibility: Full-time Georgetown faculty (tenure- and non-tenure line) are invited to apply.

Colloquium Length: The Colloquium will run for one year, from June 2018 to May 2019. Faculty are encouraged to begin piloting their individual project in Fall 2018 and implement it in a course in Spring 2019.

To Participate: Statements of interest are due by May 14, 2018.

Technology-Enhanced Learning Grants

TEL Grants support projects focused on integrating technology into a course or larger curricular structure to improve student learning outcomes and/or the learning experience. There are three types of TEL Grants, detailed below, as well as additional funding to support evaluative research.

To begin the TEL grant process, faculty are asked to submit a brief statement of interest. CNDLS staff will then collaborate with faculty on the creation of a full project proposal. Applying for a TEL grant is not just an opportunity to receive project funding; it is an opportunity to receive support and collaborate with CNDLS staff on the project's design, development, implementation, and assessment. Typically, faculty will join CNDLS staff for 1-2 consultations before beginning to draft the proposal. The faculty then develop the proposal in stages and at their own pace, with the ongoing option to request feedback and/or additional consultations from CNDLS staff. Areas where faculty often look to CNDLS for support include designing assessment plans and instruments, identifying existing resources at Georgetown, connecting to others with related experience or interests, and comparing technological options. Once a full proposal has been developed, the TEL Grants Committee reviews it and makes a funding decision. Assuming the project is funded, faculty are expected to continue to meet with CNDLS staff every three months, at a minimum, to discuss emerging challenges and findings from their project. Through this process, CNDLS hopes to support and learn from faculty as they explore and develop new avenues for teaching and learning.

Pilot Grants *
These grants support faculty who seek to pilot a new tool, technology, or practice. Faculty are encouraged to define a “minimum viable product”— that is, to define a project that can be easily implemented and tested in order to understand whether the intervention is successful and worth continued development, or whether another method or tool might be better.
* Projects may also qualify for a SoTL Addendum Research Grant

  • Example Projects: Previous projects of this size have supported faculty interested in implementing new instructional technologies, like tablets or polling software, in large lecture courses (e.g., Arik Levinson, Economics); developing an interactive module using tools like Canvas, Articulate Storyline, Adobe Captivate or Explain Everything (e.g., Yoshiko Mori, Japanese); and experimentation with different social or collaborative tools like FitBits (Joan Riley, NHS), peer editing tools (Maggie Debelius, Writing), or ePortfolios (e.g., Betsi Stephen, SFS).
  • Funding: Awardees will receive up to $5,000 to support faculty stipends, student assistants, and software or materials expenses.
  • Eligibility: All full-time Georgetown faculty (tenure and non-tenure line) are invited to apply.

Curricular Transformation Grants *
These grants support the scale, spread, and sustainability of technology-enhanced learning through projects that create significant curricular or structural change.
* Projects may also qualify for a SoTL Addendum Research Grant

CNDLS will collaborate with these teams to develop a full project proposal that: a) is based on proven strategies and approaches, either from educational research findings or from the results of previous grants or projects; and b) includes a clear plan for assessing the impact of the project; and c) outlines a path towards sustainability beyond the end of the grant.

  • Example Projects: Previous projects that successfully met the above goals include a project focused on shifting multiple courses within the Medical Center to a flipped-classroom model (Adam Myers, School of Medicine); the creation of a multi-course studio centered around project-based learning (Maggie Little, Ethics); and an initiative to help language faculty across multiple departments implement peer-to-peer learning exchanges with other universities around the globe (Michael Ferreira, Spanish & Portuguese).
  • Funding: Grants of up to $15,000 will be awarded to support faculty stipends, student assistants, software and hardware costs, and other operational or materials expenses.
  • Eligibility: Grants will be given to faculty teams or units at Georgetown, not individual faculty, to ensure greater breadth of impact.

Open Online Learning Grants *
These grants support the development of open online courses (including MOOCs, SPOCs, Micromasters, and other innovative course formats), as well as general research and experimentation in the online learning space.
* Projects may also qualify for a SoTL Addendum Research Grant

We especially are seeking proposals that fit one or both of the following categories:

  • Courses that have internal or external resource commitments (via departments, centers, grants, or organizations)
  • Courses that have planned [re]use in university departments/programs, including MicroMasters proposals
  • Example Projects: Previous projects that successfully met the above goals include Demystifying Biomedical Big Data: A User’s Guide (Bassem Haddad, Oncology) and Global Business in Practice (Ricardo Ernst, Global Business).
  • Funding: Grants of up to $15,000 will be awarded to support faculty stipends, student assistants, software and hardware costs, and other operational or materials expenses.
  • Eligibility: Full-time faculty, faculty teams and department heads at Georgetown are invited to submit a statement of interest.

Scholarship of Teaching and Learning (SoTL) Research AddendumAdditionally, grant applicants are invited to apply for a Scholarship of Teaching and Learning (SoTL) Research Addendum of up to $5,000, which provides support for experimental and semi-experimental evaluations of the impact or success of a technology-enhanced learning intervention.

Example Projects: Previous projects that met this criteria include an assessment of the impact of moving to a hybrid course model on language learning (Melucci and Hipwell, Italian) and an evaluation of whether completing an online simulation to prepare for a science lab might improve student performance and confidence (Ron Davis, Chemistry).

Next Steps: CNDLS is accepting statements of interest for TEL Grants on a rolling basis. CNDLS will collaborate with interested parties on the creation of a full project proposal.

Other CNDLS Grants

Additional grant opportunities exist to support projects which involve engaging difference and/or introductory level undergraduate courses. These grants neither require nor preclude a technology-enhanced learning focus. For more information, visit Curriculum Enrichment and Doyle Diversity Grants.