Amy Kenyon Campbell
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Posts by Amy Kenyon Campbell
Alice: Build Wonderlands for Your Class
Abrita Chakravarty, Computer Science Graduate Student
Alice is a simple programming environment that allows a user to create 3D animation movies. It can be used to demonstrate a simulation model, narrate a story, or create and play a game. The programming interface is extremely user-friendly and all programs are created by simply dragging and dropping elements into the editor. With a few mouse clicks, Alice can create a new virtual world, where the message or story in an unassuming piece of text transforms into an innovative animated display. It is also easy for students to master and provides a novel creative platform to express their ideas. Alice is freely available and does not involve installation of any new software.
The department of Computer Science offers an introductory programming course for undergraduates to learn Alice. The faculty have conducted several outreach programs for K12 teachers as well as middle and high school students, introducing them to computer programming through Alice worlds. Teachers have successfully used Alice to supplement traditional lesson plans across the disciplines of Art, Math, Science, English, History and Social Studies (http://www.cs.duke.edu/csed/alice/aliceInSchools).
This presentation will introduce users to Alice, demonstrate briefly how the program is used, show some examples of animations created in Alice and provide all the information users need to download and learn Alice.
To learn more about Alice: http://www.alice.org/index.php?page=what_is_alice/what_is_alice.
[CourseCast recording] or YouTube video (below)
Siegfried the Dragonslayer: The Siegfried Myth in German History and Culture
Ann Marie Rasmussen, Germanic Languages and Literature and students Joseph Catapano, Kathryn Crowell, Caitlin Gorback, and Jenna Hayes
Undergraduates from a German-language literature course will present (1) their work with the Simile time-line software and (2) their final project, the web-based design of a ten-day trip for Duke alumni to European sites related to the course theme: “Legends of the hero, Siegfried.” Students will describe the value of the time-line and web-design assignments for their learning in the course, as well as describe some lessons they learned from their work.
Calling for Collaboration
Brian Griffith, Internal Medicine
The Calling for Collaboration project addresses and studies the importance of communication in training resident physicians and delivering quality patient care. It is funded by a Graduate Medical Education Innovations Grant and granted an exemption by the Institutional Review Board. In our presentation, we will share the experience of piloting the use of smartphones by health care teams as an alternative to pagers and as an enhancement to communication. Team communication methods, safety, and devices will be discussed as well as ways to measure the success of such communication related to resident training, teamwork and patient care. This presentation will help participants identify health care team challenges and analyze communication best practices as one solution. The project team engages nurses, residents, faculty, informaticists, IT support staff, and GME professionals together. The undertaking itself presses the envelope of testing secure messaging and utilizing web 2.0. The investigators sometimes communicate with Twitter, store minutes and references in a Wiki, and post resources via the library web pages.
How Can Technology Be Used to Extend the Classroom While Remaining Manageable for the Instructor? A Cautionary Recounting of Experiences
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JoAnne Van Tuyl, Slavic and Eurasian Studies, Maria Parker, EIS, Germain Choffart and Graciela Vidal, Romance Studies
The use of VoiceThread and other technologies, such as Wimba and flip cameras, is spreading in the teaching of languages. However, we still find ourselves struggling to make the most of this use of technology without it becoming unmanageable. We will share our successful (and unsuccessful) experiences on the use of these technological tools, including assignment set up, prompts, grading and feedback, all related to different language levels. We will discuss problems associated with this use of technology, but also why it is worth the effort.
WordPress in a Spanish Language Course
Lisa Merschel, Romance Studies
This session will explore the use of WordPress pages in two lower-intermediate Spanish courses as a substitute for the Wiki feature in Blackboard. In one class students worked individually on a WordPress page, and in another students worked collaboratively in pairs. Some questions addressed will be: what are the pros and cons of moving outside the Learning Mangagement System (Blackboard) for a technology assignment? Did students prefer working collaboratively or
individually? Was there added value in using a WordPress page vs. using a Wiki on Blackboard? And how does one assess such a project? I will share the results of pre-assignment and post-assignment surveys of my students and share some thoughts on what I think to be best practices for usingWordPress pages.
Creative Uses of VoiceThread In and Out of the Language Classroom
Edie Allen
Edith Allen, English for International Students; Mbaye Lo and Dan Wang, Asian and Middle Eastern Studies
Many teachers in the language classroom are using VoiceThread instead of traditional tools to offer oral language practice; to increase student, peer, and instructor interaction; and to promote multiple forms of assessment. Are these classroom objectives achieved effectively using VoiceThread? We will consider the pros and cons of VoiceThread by evaluating several of our classroom assignments, such as interviews, oral presentations, self portraits, and video journals, in terms of practice value, interaction value, and assessment value.
Video Workbook
0Helen Gordon, School of Nursing
In the School of Nursing face-to-face time with students is at a premium. Using a Flip video recorder, YouTube and core concepts of the clinical course, the presenter developed a teaching strategy she calls “The Video Workbook” for students to use as a supplement to traditional classroom time. This teaching strategy was made possible by a CIT grant and has now been “tested” with two cohorts of students. It has proven to be an low-cost yet effective way to extend the reach of this faculty member and free-up classroom time for more complex clinical content.
A SimSoap: Using a Twitter Narrative in Nursing Education
Mary Barzee, Margaret (Midge) Bowers, Margie Molloy, Newman Lanier
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The SimSoap project was created for nurse educators by a team at the Duke School of Nursing in Spring 2010. Through Twitter, nurse educators follow a narrative that is both a health crisis simulation scenario and an unfolding love story. The story incorporates teaching points and medical errors.
The first episode of the soap opera was delivered via 488 tweets over 6 days on Twitter. The main character is a medical simulation mannequin, Stanley, who writes about love, basketball and his medical adventures. The project helps teach and reinforce quality and safety learning competencies. Using Twitter allows for improvisation and the incorporation of real time current events. The Twitter followers are also able to participate, ask questions and make comments using Twitter.
Utilization of an Open Source Web-based Resource as a Course Management System
Sharon Hawks, School of Nursing
Sharon Hawks teaches a professional leadership course to advanced practice nursing students. Content areas include topics such as health care reform, medical ethics and the implications of health care polices. Using Google sites, a wiki was created to manage course content and to provide a platform for increased interaction among students and faculty. Students were asked to evaluate the use of the wiki as compared to the Blackboard learning management system.
Technology Applications for Self-Assessment
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Deborah Reisinger and Joan Clifford, Romance Studies
This project explores having students play a greater role in the assessment process and asks whether this role results in improved (or a perceived improvement in) oral presentation skills. The project goals are multiple:
- to bring student awareness to specific aspects of oral performance and presentation,
- to improve oral presentation skills, and
- to increase student engagement in unmonitored class assignments such as pair work.
The presentation will include results from pre- and post- attitude assessments, class-created and revised rubrics, samples of videotaped presentations with embedded self-assessments (via VoiceThread) and faculty conclusions.