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Welcome to Digication
Scholars Conversations.

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I'm your host, Jeff Yan.

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In this episode, you will hear
part one of my conversation with

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Abe Rashad, Director of Language
Technology and Academic Support at

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Oberlin College and Conservatory.

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More links and information about today's
conversation can be found on Digication's

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Twitter, Facebook, and Instagram.

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Full episodes of Digication Scholars
Conversations can be found on

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YouTube or your favorite podcast app.

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Welcome to Digication
Scholars Conversations.

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I'm your host, Jeff Yan.

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My guest today is Abe Rashad, Director of
Language Technology and Academic Support

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at Oberlin College and Conservatory.

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Hi, Abe.

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Hi, Jeff.

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Pleasure to be here.

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Well, welcome.

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And, uh, I am so glad
to be talking to you.

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We've worked together, um,
for a little while now.

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I think that we actually met in, um,
the very beginning of the pandemic.

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Oh, yeah.

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We were like neck deep in that pandemic.

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Yeah.

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And, uh, and, uh, uh, you were...

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You and, um, your colleagues at Oberlin
were at the time I, it was literally,

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I think my first email, maybe my
first meeting was in March of 2020.

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Isn't that crazy?

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Oh, that's, oh, wow.

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Yeah.

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Oh my gosh.

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Literally like, I think we were all
like meeting, but not sure like what the

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world is going to be, whether the world
is going to exist in the next 60 days.

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I know we're like, we're going
to, we're planning for this, but.

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Let's see, I'm not sure.

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And I, and, and it would be, uh, it,
it would be great, you know, it would

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be, it would be, it's great now to
look back into, into all of that,

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but really, we didn't know, right.

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And, and of course.

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At the time, um, your colleague,
Tanya Boster, um, Executive

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Director of Integrative and
Experiential Learning, maybe?

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Oh, very close.

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That's pretty much what it is.

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Our acronym is CELA, Center
for Engaged Liberal Arts.

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Okay.

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And, and we were, um, she, she has
since moved on to, she's at Princeton,

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um, now and, uh, but, uh, uh, you all
have created an, uh, Just beautiful

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ePortfolio project and program at Oberlin.

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Um, I, uh, it's, it's just been
amazing to see this journey, especially

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born, born in, in, in pandemic,
you know, it's a pandemic baby.

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It's a pandemic baby
and it keeps on growing.

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Yeah, it's been quite amazing for sure.

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Uh, and we started big.

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I think like the timing was great because,
um, you know, uh, we one big part.

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Um, was of this project started with 300
or 400 students in January of 2021, and

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we were still that deep in the pandemic.

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And that just gave us like an online
medium to engage with our students.

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And so, um, but then also the
portfolio pedagogy, but like just

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having that as an option during
this really, uh, tricky time.

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Was, uh, quite amazing.

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Yeah, yeah.

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Well, we'll definitely go into
that, but first I wanted to maybe

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learn a little bit more about you.

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Sure.

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I mean, we've worked together for
a while now, and, um, you are...

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I actually didn't even realize
that you're a title until today.

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Director of Language Technology
and Academic Support.

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Um...

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It used to be a longer title too.

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It was, I would get responses from my
colleagues being like, congratulations

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on having the longest title ever.

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Because a lot of these staff positions
and professional positions, um, are

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they're, they basically, they're
playing like, you know, specialists,

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but really we're generalists, you know,
we, we have a lot of hats going on.

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And, uh, but anyways, and so.

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They're trying to create a title
that encapsulates everything,

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everything that you do.

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Right.

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It's more like your job
description at this point.

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Right.

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It's like, here's his job description.

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It's like a CV, you know?

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So why don't you tell
us a little bit about.

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Your role at Oberlin, I mean, Oberlin
is, um, what a, what an amazing college.

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Um, I've just been amazed to see what,
what you all do and, and your dedication

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to, to your students and the level
of support you provide is just pretty

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unbelievable, but why don't you tell
us a little bit about your role and the

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kind of work that you do, I think it'd
be great for our listeners to also,

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you know, get a sense of, you know,
what goes behind the scene, you know.

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Absolutely.

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Yeah.

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So, um, so when I started here
and I'm not gonna, it's not

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going to be a long explanation.

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I want to keep it short, but
started as a language lab director

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and I still carry that role.

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And the, and the lab is more of
kind of a digital makerspace type,

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but we also have like 3D printers.

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And so like supporting students as
they're using the green screen, which

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I'm in right now, or audio, you know,
recording booth where they're kind of

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creating these artifacts for their, uh,
for language classes or any presentation.

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They only can use the space.

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Um, and then I also direct the
digital portfolio office, which

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is also kind of a sort of digital
makerspace where people are kind of.

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Uploading and curating their content
and kind of, I mean, the project

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is their life in this case, right?

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Uh, so definitely the hats kind
of work well together, I think

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kind of coming along students and
faculty with these types of projects

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and kind of support them in that.

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There's something that I still just, I, I
love you were talking about a language lab

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and I must say that I didn't know anything
about a language lab because I, I didn't,

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you know, I, uh, I was never in one.

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I never used one.

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Yeah.

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What does, what does a
language, language lab do?

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Well, that's a really interesting
question because, uh, it's

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such a transition right now.

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Because like language labs used to be a
space where students and teachers would be

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able to access authentic language content.

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And so you'd have, and so, um, and this,
this happened for a while, I think like

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from the late seventies to, uh, to the
early 2000s where you like get a tape or

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a CD or a computer and you're listening
to these conversations or watching

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maybe a Like, uh, any media that's
associated with a language outcome.

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Um, and also giving you kind of like the
point also with the technology was to kind

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of mediate some sort of like authentic
experience to really kind of pull them in.

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Um, but right now, I mean, it's changed
a lot, really just kind of evolving

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with the time because, um, because a
lot of the textbooks now offer that

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media as kind of part of a suite.

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And so like, for example.

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Any, any, like, language textbook for
its weight will have, like, a, a mini

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learner management system associated
with it, so, so, like, students can

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drill, uh, and kind of practice, and
then give them immediate feedback.

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And so it's almost like a line,
a portable language lab that

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everyone gets in a textbook.

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So we have to change all the times, right?

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And so.

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Thank you.

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And, and I think this is kind of the
trend if, if colleges tend, if they

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choose to keep the lab, it becomes
like kind of a modular learning

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space, um, or even a maker space.

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And that's, we, we have both here.

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We have like furniture on wheels, it's
supposed to be a space where students can

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kind of take ownership of and kind of move
things around to kind of fit whatever.

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Uh, programming or even
kind of a study session.

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Um, but then also like creating content.

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So not being kind of, not being the
consumer of it, but being the creator of

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their presentation, whether it be kind
of a role play in like a green screen

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room in a background, putting them in
like Paris, France, or Toledo, Spain.

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Um, you know, and then that type
of kind of engagement as well.

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So yeah, that's kind of what our
language lab is, at least now.

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Um, yeah, I kind of see, I'm kind of
curious to see where we go from here.

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Yeah, I think it's so interesting
because, um, various tools, learning

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tools, and sometimes these tools exist
as places or as, you know, different

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functions, they, they, they, they
more often evolve over time, right?

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I mean, when you talk about
the way that people used to use

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media, you know, recorded media
on, you know, CD tapes, DVDs.

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Right.

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You know, Betamax, whatever it might
be, you know, um, it's, it's, it's,

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it's a little bit like the, like
a, a way to deliver experiential

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learning to people, right.

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It's a way to also, when they're producing
their own content, it's kind of their

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way of doing project based learning.

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So it, to me, like the, like
something like a language lab is, is.

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It's like the beginning, or like the,
the, that, those are the intents, but

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language became a really big thing,
whether it be, you know, a speech given

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by someone at a specific time and place
in, in this language or another language.

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Um, and, and, and letting that be
almost like it allows you to transform

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yourself through time and space.

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Right.

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Oh, absolutely.

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Yeah.

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That's an interesting kind of
dimension there where you kind of.

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You almost take on different
characteristics of that target, target

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language, or you kind of imagine
yourself in that context and perhaps

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you take on different I don't know,
aspects, maybe, uh, personality aspects

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of that, you know, so interesting.

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Well, you certainly have taken on
all of the pedagogical, you know, you

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extracted the PE pedagogy out of, out
of, uh, the, the, the way that people

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used to use a language lab and turned
it into something different today.

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And I think that's really beautiful.

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Um, I still remember that very first.

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Um, I think it was that spring of 2000.

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21.

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Right.

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And I still remember, I think you,
you know, you all trying to figure

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out how to deal with the pandemic,
but also at the same time trying to,

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you know, I think we all had calmed
down a little, little bit by then,

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just to at least know that we're still
here, you know, we haven't gone away.

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Right.

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And, um, and, and, but you were, I still
remember some of the things that you were

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trying to do were extremely ambitious.

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21.

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You know, you were, you know, during that
spring semester, you were having students,

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um, do this, um, this project where they
were building portfolios that are talking

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about, you know, big issues in the world.

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Right.

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Right.

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Um, and, uh, you want to
talk a little bit about that?

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Yeah.

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And so that was our
Healing Democracy series.

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And it was kind of a neat way to
do the portfolios where, um, The,

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and these were students that, um,
were interested in coming to Oberlin

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and, but weren't quite yet students.

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And so this is a way of kind of providing
that engagement and giving them the

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type of experience that they would have.

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And the theme was, uh, healing democracy.

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And I'm just kind of, and like the
students, um, you know, we'd have

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a, like a pal, a peer, uh, like
a peer leader, basically kind of.

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Lead and kind of facilitate
conversations with the students.

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Um, they would be reading articles
on the subject and then they would be

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sending the posts and then they would be
featuring the posts on a digital, kind

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of like a, a shared blog in the way.

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And it was a great way to keep the,
you know, keep the interactivity going.

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And, um, during this time and
allow them to kind of engage.

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And that's just something
we still do today.

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You know, even though, I mean, uh, uh,
an Oberlin student or a prospective

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student can come and visit the campus.

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And we do have those campus tours.

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Um, it's called all roads.

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Everyone comes in, um, in April.

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Um, but like they, they still
do that type of interaction.

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And because it's so fruitful to have that
kind of asynchronous type of thing and

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to give them that type of experience.

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So, yeah, it was pretty good.

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And we still do it.

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I think that is just so cool
because you, I mean, you're all so

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creative and you're like, Oh, can
we use it for this and for that?

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And I'm like, yeah,
let's, let's go for it.

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I mean, during the pandemic,
it was like, it was, you know,

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00:13:03,495 --> 00:13:06,774
everyone's just like trying their,
their best to, to be creative.

229
00:13:06,774 --> 00:13:09,245
And you were all like, really
just hitting it out of the park.

230
00:13:09,750 --> 00:13:15,050
Yeah, that's one thing I've appreciated,
uh, being at Oberlin is, um, how, you

231
00:13:15,050 --> 00:13:20,719
know, when, you know, they, you know, when
certain contexts happen, when history's

232
00:13:20,749 --> 00:13:24,680
kind of changing around them, you know,
people are, you know, my colleagues,

233
00:13:24,689 --> 00:13:29,029
faculty, staff, they're sensitive to it
and they, they want to leverage their

234
00:13:29,030 --> 00:13:32,709
knowledge and understanding and make the
connections and make the students see

235
00:13:32,709 --> 00:13:34,290
those connections and bring it to them.

236
00:13:34,750 --> 00:13:37,900
Usually it's really interesting, you
know, when you talk about like, for

237
00:13:37,900 --> 00:13:40,990
example, in the middle of a pandemic,
let's think about this in different

238
00:13:40,990 --> 00:13:42,780
contexts, let's bring it to them.

239
00:13:42,790 --> 00:13:44,140
Let's have a conversation about it.

240
00:13:44,790 --> 00:13:48,709
And those are really popular
classes, but it's just great that

241
00:13:48,710 --> 00:13:52,130
they really, um, that that's kind
of the space that they have here.

242
00:13:52,130 --> 00:13:52,580
So it's been.

243
00:13:53,250 --> 00:13:55,819
I've really appreciated
that as being here.

244
00:13:56,840 --> 00:13:59,560
Well, I remember seeing some of
the student portfolios as well.

245
00:13:59,560 --> 00:14:05,790
I mean, you were not shy of basically
throwing the students into studying

246
00:14:05,790 --> 00:14:09,500
and researching and having an
opinion about the biggest topics

247
00:14:10,150 --> 00:14:12,509
that we have in the world today.

248
00:14:12,599 --> 00:14:12,939
Right.

249
00:14:13,310 --> 00:14:17,750
I remember seeing students and
hearing about them talking about.

250
00:14:18,590 --> 00:14:23,180
You know, like you said, democracy,
right, but also climate change, but

251
00:14:23,180 --> 00:14:29,900
also, you know, um, you know, uh,
issues of racism, issues of, um,

252
00:14:29,910 --> 00:14:34,160
all kinds of issues, um, that they,
they, they, they try to address.

253
00:14:34,460 --> 00:14:37,700
And, and it really, to me is a.

254
00:14:38,195 --> 00:14:47,165
Is an incredible demonstration of
what, um, a, an authentic, perhaps, uh,

255
00:14:47,265 --> 00:14:52,325
sort of the, the, the, the, the real
sort of, uh, crux of what a liberal

256
00:14:52,325 --> 00:14:55,655
arts education really can provide.

257
00:14:55,674 --> 00:15:00,075
It's the centering of the students
and giving them these sort of really

258
00:15:00,405 --> 00:15:05,665
foundational core values, not just giving
it to them and having them through.

259
00:15:06,110 --> 00:15:11,699
Um, experiential learning and project
based learning that allows them to

260
00:15:12,090 --> 00:15:13,810
discover these things and own them.

261
00:15:14,960 --> 00:15:15,550
Absolutely.

262
00:15:15,550 --> 00:15:16,609
I mean, I love that.

263
00:15:16,610 --> 00:15:18,560
That was a great way of putting it.

264
00:15:18,560 --> 00:15:19,370
It really is.

265
00:15:19,489 --> 00:15:20,750
Um, and we started that.

266
00:15:20,980 --> 00:15:23,069
That was the 2021 experiment.

267
00:15:23,660 --> 00:15:27,339
Um, but like really, you know, engaging
the whole person, tugging at the

268
00:15:27,349 --> 00:15:29,329
heart at everything that they do.

269
00:15:29,929 --> 00:15:34,984
And ee, Yeah, so did you see any
difference, you know, with students going

270
00:15:34,984 --> 00:15:41,314
through that versus, you know, um, what
versus, yeah, versus other institutions?

271
00:15:41,314 --> 00:15:42,425
It's a really good question.

272
00:15:43,015 --> 00:15:46,364
Um, you know, it's interesting.

273
00:15:46,974 --> 00:15:50,385
I think with this, it's, you know,
it's hard to answer that question.

274
00:15:50,395 --> 00:15:51,104
I'm not sure.

275
00:15:52,095 --> 00:15:57,535
Um, I do think that, um, the
conversation and topic does pull me in.

276
00:15:58,145 --> 00:16:03,435
Um, and, and so, um, being a part of
that type of conversation makes me feel

277
00:16:03,464 --> 00:16:09,165
proud to be a part of this, uh, of what
we were trying to, what we're trying to,

278
00:16:09,265 --> 00:16:14,854
uh, give our students and what kind of
goals and, you know, things like that.

279
00:16:14,855 --> 00:16:15,225
I mean, so.

280
00:16:15,714 --> 00:16:20,665
I think from, uh, I guess like
from a perspective of being a

281
00:16:20,665 --> 00:16:25,025
part of a certain mission, I find
it really satisfying for sure.

282
00:16:25,405 --> 00:16:28,745
In terms of the difference of
students, it's, I think it's the fact

283
00:16:28,745 --> 00:16:30,385
that we're just talking about it.

284
00:16:32,235 --> 00:16:33,745
You know what I mean?

285
00:16:34,144 --> 00:16:41,485
It makes a huge difference in how, um, it,
how that kind of shapes the context that

286
00:16:41,485 --> 00:16:44,455
you work and, um, the educational context.

287
00:16:44,455 --> 00:16:44,765
So.

288
00:16:46,175 --> 00:16:46,545
Yeah.

289
00:16:46,545 --> 00:16:49,625
So I guess, yeah, I'm not entirely
sure about the students, but like,

290
00:16:49,625 --> 00:16:52,185
you know, in terms of my interactions
with them, yes, absolutely.

291
00:16:53,585 --> 00:16:58,325
You know, what's interesting as
you just said that, um, I, I too

292
00:16:58,444 --> 00:17:04,485
think that, you know, working on
something that is mission driven is,

293
00:17:05,405 --> 00:17:10,665
you know, can set a huge difference,
um, I think that over the pandemic,

294
00:17:10,795 --> 00:17:15,145
especially at the end of pandemic,
we see all of the great resignation

295
00:17:15,145 --> 00:17:17,224
and, you know, and all of that.

296
00:17:17,234 --> 00:17:17,254
Yeah.

297
00:17:18,300 --> 00:17:26,290
It really, it has a lot, it's a reflection
of how important that, that mission is.

298
00:17:26,780 --> 00:17:27,200
Right.

299
00:17:27,310 --> 00:17:34,339
And, um, of course it, it, it's, it's,
it's more engaging when, when it, you

300
00:17:34,339 --> 00:17:38,190
know, what, what you're trying to work on,
it's something that you believe in, but

301
00:17:38,190 --> 00:17:44,550
you know what I thought was interesting is
that I was thinking by doing these things,

302
00:17:44,550 --> 00:17:50,070
you are engaging the students, which
I think you are, but by having engaged

303
00:17:50,230 --> 00:17:53,629
students in these topics, it engages you.

304
00:17:55,080 --> 00:18:01,600
So it's a, it's a way also to engage
your staff and your faculty and everyone

305
00:18:01,609 --> 00:18:07,190
around this culture, this, you know,
this, this, the, the, the real sort of

306
00:18:07,210 --> 00:18:09,879
institution culture is how you build this.

307
00:18:10,279 --> 00:18:10,589
Right.

308
00:18:10,630 --> 00:18:10,880
Isn't it?

309
00:18:11,210 --> 00:18:12,510
Yeah, absolutely.

310
00:18:13,024 --> 00:18:16,344
That's a good way of putting it, and
I do think that, and then pulling

311
00:18:16,344 --> 00:18:21,605
everyone in and thinking is that this
is our mission, this is our goal, and

312
00:18:21,785 --> 00:18:26,394
no matter what, I mean, if you work at
a university to some level, you are a

313
00:18:26,394 --> 00:18:31,590
leader, you're an example to the students,
and so like kind of bringing that And

314
00:18:31,600 --> 00:18:37,710
giving everyone, no matter what you do,
a sense of ownership over that is huge.

315
00:18:39,090 --> 00:18:44,769
Now Oberlin students are, I, I, I know
that they do very brilliant things.

316
00:18:45,290 --> 00:18:51,420
Um, they, they can be
incredibly diverse going out.

317
00:18:51,840 --> 00:18:55,380
Um, after they finished their
undergraduate degree in Oberlin,

318
00:18:55,760 --> 00:19:00,359
they could go to, you know, so,
you know, any, any fields really.

319
00:19:00,610 --> 00:19:02,780
And many of them go to, you
know, additional, you know,

320
00:19:02,790 --> 00:19:04,330
advanced degrees and whatnot.

321
00:19:04,739 --> 00:19:13,150
Um, one of the things that I, I, I would
love to see is, is to see the difference.

322
00:19:14,115 --> 00:19:20,365
Or to see the impact that you have
on them by bringing them through the

323
00:19:20,375 --> 00:19:29,325
paces of basically look, you are, you
are able to solve big problems and you

324
00:19:29,335 --> 00:19:31,575
expose them to those big, big problems.

325
00:19:32,535 --> 00:19:32,745
Right.

326
00:19:33,080 --> 00:19:39,570
And I, I think that that could be a,
you know, you know, like one of those

327
00:19:39,570 --> 00:19:43,500
things at 30 years down the road, we're
going to see the really big difference.

328
00:19:43,510 --> 00:19:47,459
Cause you know, like in the beginning,
you just, you know, they just, you

329
00:19:47,460 --> 00:19:51,369
know, diff the, the differences is a
couple of degrees of difference from

330
00:19:51,370 --> 00:19:55,810
each other, you know, or from another
group that didn't have that experience.

331
00:19:56,120 --> 00:19:59,820
But if you look at, you know, if
you look at, uh, you, you are ship

332
00:19:59,820 --> 00:20:02,819
sailing for 30 years, two degrees off.

333
00:20:03,360 --> 00:20:05,040
Put you in a completely different planet.

334
00:20:05,100 --> 00:20:06,390
Oh yeah, absolutely.

335
00:20:08,129 --> 00:20:12,260
And then like, I mean, it really does
matter like, uh, like how students

336
00:20:12,260 --> 00:20:16,190
are being, um, what are they being
exposed to in this environment?

337
00:20:16,389 --> 00:20:21,010
Because that does, I don't like the
metaphor trickle down economically,

338
00:20:21,379 --> 00:20:25,240
but I think it does trickle down, you
know, I think it does trickle down in

339
00:20:25,240 --> 00:20:31,840
terms of like who they become as human
beings, uh, in that, you know, position,

340
00:20:31,850 --> 00:20:34,660
whether it be like a big CEO or.

341
00:20:35,030 --> 00:20:39,340
Or something else that, you know, where
they're asked to be an example to other

342
00:20:39,340 --> 00:20:42,420
people and that shapes their approach.

343
00:20:42,600 --> 00:20:43,340
Absolutely.

344
00:20:44,540 --> 00:20:48,420
And I would argue that there's something
more to, I mean, sometimes people,

345
00:20:48,470 --> 00:20:53,900
I mean, these days they look a lot
at, you know, uh, the value of higher

346
00:20:53,910 --> 00:20:57,604
education as measured by, you know.

347
00:20:58,235 --> 00:21:02,415
Monetary terms, oftentimes, you know,
like, are you going to make your money

348
00:21:02,415 --> 00:21:07,635
back from, from, from the tuition and
student loans and things of that nature?

349
00:21:08,064 --> 00:21:14,535
Um, but I, I think that there is
also a whole other set of metrics

350
00:21:14,535 --> 00:21:19,905
that, that, you know, as a parent,
I have, I have five children.

351
00:21:20,555 --> 00:21:29,500
Um, and, um, As a parent that I wish
obviously all of them well, but really,

352
00:21:29,510 --> 00:21:37,049
you know, the, the kind of happiness and
maybe fulfillment, a feeling of, of being

353
00:21:37,050 --> 00:21:43,659
fulfilled, um, is, and, and, uh, you
know, and the ability to relate to each

354
00:21:43,659 --> 00:21:49,820
other, to the other people, to contribute
to society, um, And to, you know, have

355
00:21:49,820 --> 00:21:57,049
a sense of, um, sense of, you know,
being someone who, by existing in this

356
00:21:57,080 --> 00:22:01,910
world, they, they made everyone around
them better and the environment better.

357
00:22:02,330 --> 00:22:08,280
These are, to me now, seem much
more important than, you know,

358
00:22:08,300 --> 00:22:13,220
are they going to get, um, Uh, you
know, earning salary at this range

359
00:22:13,220 --> 00:22:15,720
or, or get a title of some sort.

360
00:22:16,140 --> 00:22:18,490
Um, um, I don't know.

361
00:22:18,490 --> 00:22:24,320
I think that that's, I don't know
if it was just me, but a lot of this

362
00:22:24,360 --> 00:22:29,570
current generation of people are,
um, younger people are, these are the

363
00:22:29,570 --> 00:22:31,170
things that they're looking for as well.

364
00:22:31,230 --> 00:22:35,590
I mean, they look for money too,
I think, but I think that people.

365
00:22:35,865 --> 00:22:39,595
You know, you know, everyone wants a
certain standard of living, let's say,

366
00:22:40,014 --> 00:22:44,745
middle class, you know, um, but yeah,
I mean, in the end, what they, I mean,

367
00:22:44,765 --> 00:22:49,675
and what I hope for for my two kids
is like that, you know, the feeling of

368
00:22:49,675 --> 00:22:57,025
belongingness, wholeness, you know, and
You know, that community friendship,

369
00:22:57,205 --> 00:23:02,385
you know, those, those things that
are priceless, you know, uh, yeah.

370
00:23:04,075 --> 00:23:08,945
And those two, to me, it feels like, I
mean, look, I think that you guys are

371
00:23:09,175 --> 00:23:15,155
on to, um, it, that it, it's not like
you just started and figuring this out.

372
00:23:15,165 --> 00:23:18,284
I mean, you've, you've been doing
this for a very long time, but I

373
00:23:18,324 --> 00:23:24,884
think that this idea of putting
these things into, um, into such a.

374
00:23:25,530 --> 00:23:29,990
Rich, reflective moment, because I think
that maybe, maybe we should talk about

375
00:23:29,990 --> 00:23:33,540
that because one of the things that you
have students do is, I mean, when we

376
00:23:33,540 --> 00:23:36,040
should probably talk about like what
it means by the students creating these

377
00:23:36,049 --> 00:23:40,280
portfolios, um, why, why don't, why
don't, why don't, why don't you tell us?

378
00:23:40,719 --> 00:23:41,009
Yeah.

379
00:23:41,009 --> 00:23:43,480
So the whole, I mean, the
whole point is metacognition.

380
00:23:44,289 --> 00:23:46,889
It's just awareness of what is going on.

381
00:23:46,889 --> 00:23:47,939
What are they thinking?

382
00:23:48,410 --> 00:23:53,070
Um, when they have primarily with
us, you know, And when they have an

383
00:23:53,070 --> 00:23:57,530
experience, like they're doing an
internship and, um, they're thinking

384
00:23:57,530 --> 00:24:01,050
about that experience, what emotions,
you know, what about the, their

385
00:24:01,050 --> 00:24:03,470
experience in the specific institution?

386
00:24:03,690 --> 00:24:07,890
What connections are they making
to their, to like the academic

387
00:24:07,890 --> 00:24:10,330
classes or personal experiences?

388
00:24:10,989 --> 00:24:12,729
Uh, and then asking those other questions.

389
00:24:12,729 --> 00:24:12,969
Okay.

390
00:24:12,970 --> 00:24:15,090
So what, where are we,
where do we go from here?

391
00:24:15,540 --> 00:24:19,910
You know, making them, um, that's
the, that's the opportunity and the,

392
00:24:19,910 --> 00:24:23,230
uh, the space that we encourage.

393
00:24:23,844 --> 00:24:26,685
students to, you know, use the portfolio.

394
00:24:27,235 --> 00:24:29,725
Um, that's their space for, to reflect.

395
00:24:29,735 --> 00:24:36,225
And it's, it's a very, uh, in, in
the hopes that they in the end make

396
00:24:36,235 --> 00:24:38,105
choices that make sense for them.

397
00:24:38,355 --> 00:24:45,855
Um, and, and then also kind of Um,
make note of the things that, um,

398
00:24:45,865 --> 00:24:52,285
that inspire them, um, that are, that
might be the foundations for, um,

399
00:24:52,545 --> 00:24:56,994
other decisions, maybe a change of
major, uh, going a different direction.

400
00:24:57,714 --> 00:25:01,014
Um, but whatever it is, it's,
it's rooted in who they are.

401
00:25:02,205 --> 00:25:04,915
And uh, yeah, I think that's
what we're talking about.

402
00:25:05,555 --> 00:25:06,805
That's what that is.

403
00:25:07,745 --> 00:25:08,165
Yeah.

404
00:25:08,165 --> 00:25:10,225
I mean, it's, it's fascinating.

405
00:25:10,225 --> 00:25:15,284
I think that, um, an increasing amount of.

406
00:25:15,945 --> 00:25:23,585
Um, amount of focus has been,
you know, on this value of higher

407
00:25:23,585 --> 00:25:28,544
education, almost entirely in a, in
sort of this monetary terms, you know,

408
00:25:29,205 --> 00:25:31,614
uh, but I, I think that there is.

409
00:25:32,854 --> 00:25:36,955
I mean, one of the, one of the
interesting things I feel like sort

410
00:25:36,955 --> 00:25:44,064
of post Google world is that the,
the value of, you know, being able to

411
00:25:44,664 --> 00:25:49,934
cram a ton of content into your brain
becomes slightly less than before.

412
00:25:50,455 --> 00:25:53,864
I actually, I, I'm not in
the, I'm not in the camp that.

413
00:25:54,020 --> 00:25:55,820
You know, Oh, Google has everything.

414
00:25:56,130 --> 00:25:57,090
Yeah, it has everything.

415
00:25:57,100 --> 00:25:58,460
So did the library.

416
00:25:58,610 --> 00:25:58,870
Right.

417
00:25:58,900 --> 00:26:02,109
Um, but if you don't, you know,
you, you still need to know how to

418
00:26:02,109 --> 00:26:08,709
find them and, and sometimes knowing
some of these things, um, you know,

419
00:26:08,719 --> 00:26:13,349
allow you to make connections, you
know, because you, you, you know,

420
00:26:13,350 --> 00:26:14,269
where they are in the first place.

421
00:26:15,125 --> 00:26:21,804
Um, and, and, uh, but, but I think it
is absolutely true though that, you

422
00:26:21,804 --> 00:26:26,024
know, for us now, the confidence of
being able to say, well, I haven't

423
00:26:26,024 --> 00:26:30,254
heard of this, but I know I can look
it up pretty quickly and I'll get a

424
00:26:30,564 --> 00:26:35,445
sense of it, you know, pretty, pretty,
you know, pretty easily and freely.

425
00:26:36,675 --> 00:26:43,305
And so, um, The, the idea of just cramming
a lot of content into people's heads

426
00:26:44,015 --> 00:26:53,135
seems to, seems to, um, be slightly less
important than, than it used to be, right?

427
00:26:54,405 --> 00:26:55,004
Absolutely.

428
00:26:55,014 --> 00:26:55,284
Yeah.

429
00:26:55,284 --> 00:26:56,714
It's like, it's like gone.

430
00:26:56,935 --> 00:26:59,324
It's like, you know, remember that
time when it was like, if you're

431
00:26:59,325 --> 00:27:05,985
competing on Jeopardy, that is the,
that is this level of achievement.

432
00:27:06,335 --> 00:27:08,705
But now it's like, well, they
know a lot about everything, but

433
00:27:08,705 --> 00:27:11,495
yeah, I can just look it up on
Google . You know what I mean?

434
00:27:11,495 --> 00:27:12,350
It's like Right, right.

435
00:27:12,725 --> 00:27:15,685
The value of knowing them
is not Exactly, yeah.

436
00:27:15,715 --> 00:27:20,245
It's, sure, it's, it's, you know,
it's a great party trick, , you know?

437
00:27:20,245 --> 00:27:20,246
Yeah.

438
00:27:20,251 --> 00:27:23,425
It's like, it's like if you're at a bar,
you're doing like, you know, AQ and a

439
00:27:23,425 --> 00:27:25,135
or whatever it is, it's, that's great.

440
00:27:25,165 --> 00:27:29,774
But , um, a problem solving.

441
00:27:31,425 --> 00:27:31,995
Oh, I'm sorry.

442
00:27:31,995 --> 00:27:33,475
I didn't mean to jump in there.

443
00:27:33,475 --> 00:27:33,760
No, go ahead.

444
00:27:33,760 --> 00:27:34,405
Yeah, yeah.

445
00:27:34,405 --> 00:27:39,265
And the, well, I was gonna say exactly
that, you know, it's, it's then the

446
00:27:39,265 --> 00:27:43,285
problem solving part of it that becomes,
you know, um, more important and,

447
00:27:43,285 --> 00:27:49,665
and the idea of you, you know, having
students have that time and the space

448
00:27:49,815 --> 00:27:54,825
to reflect and develop, you know, sort
of ideas and sort of soak in their

449
00:27:54,825 --> 00:27:57,315
own experiences also, just to, right.

450
00:27:57,585 --> 00:28:02,025
Just let it marinate so that they can
figure out what they want to be, right.

451
00:28:02,025 --> 00:28:02,355
Yeah.

452
00:28:02,870 --> 00:28:03,720
Absolutely.

453
00:28:03,770 --> 00:28:08,040
And, um, and I mean, this, I mean,
when we talk about problem solving

454
00:28:08,040 --> 00:28:12,190
and kind of things marinating and,
um, you know, it makes me think of,

455
00:28:12,299 --> 00:28:16,110
um, you know, one of my winter term
projects, which is a 3D printing

456
00:28:16,110 --> 00:28:18,530
course, which is also a portfolio.

457
00:28:19,170 --> 00:28:23,879
And, um, you know, and I feel like
that's, Like, making is a really

458
00:28:23,879 --> 00:28:28,360
good context to think about, a good
way to interact with the world.

459
00:28:28,850 --> 00:28:32,929
Because, you know, when you're making your
own thing, your object, your 3D printing

460
00:28:32,929 --> 00:28:39,809
something, you've come up with a design,
and you're implementing it, uh, you know,

461
00:28:39,839 --> 00:28:41,909
it's, you get that immediate feedback.

462
00:28:43,029 --> 00:28:47,449
And you have this problem you have
to interact with, and chew on,

463
00:28:47,469 --> 00:28:49,799
you try again, you mess up again.

464
00:28:50,215 --> 00:28:53,044
And it's a really rich type of experience.

465
00:28:53,044 --> 00:28:57,264
I almost wish life gave that type
of feedback so quick, so you can

466
00:28:57,275 --> 00:28:58,824
actually kind of go through it.

467
00:28:58,824 --> 00:29:00,755
But it's like, it really is kind of a.

468
00:29:01,195 --> 00:29:05,575
A microcosm of what we're trying
to do with portfolios, but in like

469
00:29:05,575 --> 00:29:06,935
a really short period of time.

470
00:29:07,345 --> 00:29:09,145
I really want to get into this.

471
00:29:09,215 --> 00:29:09,485
Okay.

472
00:29:09,485 --> 00:29:12,485
I want, I, I, we need to get
into some of the details of

473
00:29:12,485 --> 00:29:14,245
this 3d printing part of this.

474
00:29:15,205 --> 00:29:18,635
So you, you had mentioned it a couple
of times now, first of all, let,

475
00:29:18,674 --> 00:29:23,945
let me just say that I am going to
assume that I'm not the only one.

476
00:29:25,399 --> 00:29:30,490
Intrigued, but also confused that how did
this learning, I mean, I'm sorry, this

477
00:29:30,490 --> 00:29:38,299
language technology, get into 3d printing
and how does that, how does that work, why

478
00:29:38,300 --> 00:29:41,189
does your language lab have 3d printers?

479
00:29:41,529 --> 00:29:42,569
Well, that's a good question.

480
00:29:42,589 --> 00:29:44,309
I mean, that's the million
dollar question, right?

481
00:29:44,389 --> 00:29:51,229
Um, with, uh, language, we can't
print letters, but like, uh, but like.

482
00:29:51,885 --> 00:29:54,855
But really it is about
like printing artifacts.

483
00:29:54,925 --> 00:29:57,915
And so, um, printing
like cultural artifacts.

484
00:29:57,985 --> 00:30:00,925
In the classics, that's a
really low hanging fruit.

485
00:30:00,925 --> 00:30:06,905
So you're printing scans of ancient relics
and bringing them and kind of making

486
00:30:06,905 --> 00:30:09,405
that part of kind of a class experience.

487
00:30:09,990 --> 00:30:11,710
Um, that's happened a
couple of times here.

488
00:30:11,760 --> 00:30:13,090
Um, or an exhibit.

489
00:30:13,810 --> 00:30:18,980
So a lot of times I'll have students who
were trying to, one recent project was,

490
00:30:19,020 --> 00:30:24,370
um, making a, a more, uh, acceptable,
not acceptable, but accessible

491
00:30:24,530 --> 00:30:28,260
exhibit, um, for, um, the other abled.

492
00:30:28,290 --> 00:30:31,580
And so like making scans and
printing these objects so

493
00:30:31,580 --> 00:30:32,880
they can be more interactive.

494
00:30:33,470 --> 00:30:39,090
Um, and have that kind of textured type
of experience, uh, from the audience.

495
00:30:39,730 --> 00:30:44,840
And, uh, but then it's not just that,
like, it, it can be, in terms of a regular

496
00:30:44,840 --> 00:30:49,630
language classroom, you know, when you're
thinking of like, uh, you know, in a game

497
00:30:49,630 --> 00:30:53,890
context where you're trying to kind of get
students to really get in there and, um,

498
00:30:54,120 --> 00:30:56,340
uh, and interact in the target language.

499
00:30:56,490 --> 00:30:59,500
You know, it's having a trophy there,
so customizing a trophy for your

500
00:30:59,500 --> 00:31:01,060
classroom and so they can kind of win it.

501
00:31:01,670 --> 00:31:06,900
Um, or it could be like a, you know, it
could be a prop for a classroom activity

502
00:31:06,940 --> 00:31:15,300
or for a student's presentation where
there's, you know, um, one example is

503
00:31:15,300 --> 00:31:21,990
also if like, uh, one, one class like, uh,
like East Asian religious objects, we, um.

504
00:31:22,530 --> 00:31:25,950
They're studying all these religious
objects and there is like an initiative

505
00:31:26,070 --> 00:31:30,500
to scan these objects because, you know,
a lot of these objects are in war torn

506
00:31:30,520 --> 00:31:32,500
areas, but also for thousands of years.

507
00:31:33,270 --> 00:31:37,190
So they're an earthquake or war away
from, you know, being destroyed.

508
00:31:37,780 --> 00:31:40,810
And so they have this archive of all
these objects that you can print.

509
00:31:41,700 --> 00:31:47,940
Um, and you know, and so one collaboration
was, okay, so let's bring these objects

510
00:31:47,950 --> 00:31:51,955
to the classroom and, and instead of
just reading about them, You choose an

511
00:31:51,955 --> 00:31:56,855
object, we'll print it, uh, and we'll
teach you about the process as well.

512
00:31:57,415 --> 00:32:01,325
And, and then you have this
object to kind of commune with in

513
00:32:01,325 --> 00:32:02,985
your own way, whatever that is.

514
00:32:02,995 --> 00:32:04,995
Whether it just is in your space.

515
00:32:05,430 --> 00:32:06,770
You know, or what?

516
00:32:08,010 --> 00:32:10,850
I think that, I think
that is just so amazing.

517
00:32:11,220 --> 00:32:14,900
I mean, you again have, you know, like,
you're blowing my mind, by the way.

518
00:32:15,430 --> 00:32:22,390
So this idea of, you know, um, I
guess that what used to be being

519
00:32:22,390 --> 00:32:26,360
able to take a recording of someone's
speech, let's say, into a language

520
00:32:26,430 --> 00:32:32,790
lab, you're able to sort of replicate
that, but for objects and things.

521
00:32:33,720 --> 00:32:35,470
I think that's really amazing.

522
00:32:36,180 --> 00:32:38,300
This concludes part one
of our conversation.

523
00:32:38,720 --> 00:32:42,330
To hear part two, be sure to
subscribe to Digication Scholars

524
00:32:42,350 --> 00:32:47,440
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525
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526
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