Tyler Walters, Dance
Martin Brooke, Electrical and Computer Engineering
This presentation will include elements of the several Dance/Technology projects spearheaded by Professors Martin Brooke and Tyler Walters: an online ballet dictionary and syllabus for courses Dance 66: Ballet Fundamentals and Dance 68: Ballet I – how it has been used as a learning resource outside the classroom; progress to date toward three dimensional dance archiving technology and explanation of its potential uses; and the incorporation of interactive dance technology into ECE 51: Microelectronic Circuit Design, and plans for future use of this technology in dance courses and student projects.
Victoria Szabo, ISIS
Previous ISIS Capstone projects have included the original interactive Duke map, 3D models of some of East Campus, and a Duke Global Health/WISER project on multimedia mapping. This year we are building on prior work and expertise and focusing closer to home to create a rich virtual presence for Duke in Google Earth. Our students are modeling key buildings and surrounding areas, mashing up new and existing media elements into rich annotation layers, and creating online tours to be embedded in an interactive website. Developed in consultation with Admissions, ONC, and Facilities, these tours will introduce Virtual Duke to a diverse set of online visitors, and create a sustainable environment for future development in this area.
Jennifer Kim, Graduating Senior
Do you use technology in class? Probably. It is a hot trend, but the growing pressure to integrate technology with lesson plans can lead to superfluous uses of technology, leaving students and professors frustrated. On the other hand, some professors have meaningfully taken learning beyond the classroom. Jennifer will share her student perspective and discuss different cases of classroom technology use, and factors that made them successful or unsuccessful, so that faculty can take these lessons into the classroom.
Kate Scholberg, Physics
Dr. Scholberg teaches a large basic physics course to non physics majors. To engage the students, she uses clickers (PRS), in class demonstrations, and online minute papers. To extend learning outside the classroom, she creates short videos of problems solved for the students, and uses the student minute papers to create FAQs after each class. She’ll show how she creates videos and will talk about her experiences in teaching the large class.
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.
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
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.
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.
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.