Technology-enhanced Learning

Effectively using technology to enhance learning is crucial to the survival of institutions of higher education.

Georgetown is engaging this challenge
head-on, embracing technology-enhanced learning throughout its curriculum by:
- Breaking geographical barriers of traditional learning—allowing students to connect with diverse cultural perspectives and experts around the world
- Helping students learn to write critically and communicate effectively using today’s media
- Providing a highly-interactive learning environment of meaningful feedback, whether socially through blogs or through computer-based adaptive systems
- Optimizing mentorship from Georgetown’s faculty experts
- Accelerating the learning curve from basic knowledge to complex problem solving
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Research-based Learning

Building on the learning of foundational knowledge and engaging students in research and inquiry is essential for equipping them to be professionals, leaders, and citizens in
the 21st century.

Georgetown is infusing its curriculum with research-based learning by:
- Teaching research skills to explore the world’s most pressing challenges
- Taking advantage of unprecedented access to information, by helping students learn how to work with and interpret data, including big data, as part of in-depth analysis
- Crafting coursework so that students contribute meaningfully to public knowledge and the solutions to global challenges
- Expanding opportunities outside the classroom for authentic research across the globe
- Creating innovators who learn from failure and are comfortable with uncertainty
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Integrative Learning

Merging world-class education with commitment to the Jesuit ideal of cura personalis, care of the whole person, Georgetown is dedicated to educating women and men for others who can connect their academic experiences
with the choices they make in life.

Aligning students' lives in and beyond the classroom, Georgetown is:
- Bringing real-life issues into the classroom
  through readings, guest speakers, class discussions, projects, and assignments
- Pushing students to critically reflect on their lives and make transformative personal connections between coursework and their experiences
- Extending classroom discussion and reflection into community-based work
- Creating citizens of the world whose educations and reflective judgment inform the way they live their lives
- Helping students develop empathy for difference and the capacity for civil dialogue
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Locating Integrative Knowledge

The New Culture of Learning in a World of Constant Flux

In conjunction with this year’s Fall Faculty Convocation, we interviewed 12 faculty about how they are adapting to the “world of constant flux” described by John Seely Brown. The interviews explore interdisciplinary knowledge, the power and limits of the Internet, and the growing imperative to create an integrative curriculum.

Interviews

As we look ahead to the next 10 years of work at the Center for New Designs in Learning and Scholarship (CNDLS) we have launched a project about integrative learning, exploring the nature of interdisciplinary knowledge, emerging fields, and the growing imperative for integrative learning to meet the challenges of educating men and women for complex global problems.

The project was launched in connection with a video interview project for Fall Faculty Convocation. We interviewed 12 faculty on their views related to interdisciplinary knowledge, emerging fields, the power and limits of the Internet to advance teaching, learning, and research, and the growing imperative to create an integrative curriculum. Looking to extend the project not only to more interviews but documenting key courses and integrative learning experiences, CNDLS looks to this project as one of the ways to chart our work for the next decade.