1:50 PM

Mapping Self Identity

Merrill Shatzman; Art, Art History and Visual Studies

Using maps, visual symbols, typography, design and drawing, students in my ARTSVIS 169S : Mapping Self Identity course have created images that explore the use of digital media in combination with the fine art of silkscreen. By applying information gained through tutorial videos made to lead them through this unique intermixing of digital and analog processes, my students have created multiple responses to the concept of self-identity. Student projects included the creation of memory, route, historical, conceptual and contemporary maps, charting family traditions and oral history through mapping, by using these ideas as a point of departure in their creation of works of art. With digital prints, silkscreen prints and an artist book documenting their artistic and conceptual processes being the outcome of their visual discoveries, my presentation will explain their unique analog/digital journey, showing the interaction between these art making approaches and the resulting images.

Technology in the Classroom: Honestly Speaking as a Student

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.

Using Technology to Help students in a Large Class

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.

[CourseCast recording]

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

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.

[CourseCast recording]

Using FlipCams to Teach Critical Reflection in Service-Learning

Jennifer Ahern-Dodson, Thompson Writing Program

This presentation will discuss how to use student video-based personal reflections on community service activities to teach critical reflection in service-learning courses. This video project also would be relevant for other community-based learning experiences (DukeEngage). The videos provide students the opportunity to: 1. Document their experience each week in the community, 2. Critically reflect on their experience by sharing with peers 3. Use video images/data to further develop writing skills and self assessment through an end-of-semester essay.

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