Posts tagged undergradteach

The “Wired!” Teaching Project

Caroline Bruzelius, Sheila Dillon and Mark Olson
Art, Art History and Visual Studies

The “Wired!” course is a collaborative teaching program that tests the use of new visualization technologies for historical materials, especially in art, architecture, urbanism, and archaeology.

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.

Using Blogs to Make Texts Public

Christine Erlien, Thompson Writing Program

One of our initiatives in the Thompson Writing Program is to “make texts public.” We are working on doing that in a variety of ways, but one that speaks specifically to the use of instructional technology has been the participation of several of our faculty members in the WordPress pilot program. I think it would be valuable to share how writing instructors in a range of disciplines are using blogging software in their courses.

[CourseCast recording] or YouTube video (below)

The Pleasures and Pains of Doing an Academic Podcast

Mark Goodacre, Religion

A discussion of the NT Pod, a podcast offering a historical approach to the New Testament and Christian Origins: how it began, how it evolved, its benefits outside the classroom and how it has been received.

Mapping Civil and Human Rights Activism

Barbara Lau, Pauli Murray Project, Duke Human Rights Center and Center for Documentary Studies

My presentation is about a project my students and I created last fall. We made a Google Map that located civil and human rights activism in Durham, NC. Each map point includes writing, images and in some cases audio documentary work. To be successful, students had to learn about Durham history, civil and human rights activism, google technology, documentary techniques and the Pauli Murray Project. Students were required to engage with the Durham community which they reported was very gratifying. The map can be viewed at The project has been nominated for the Oliver W. Koonz Human Rights Prize.

[CourseCast recording]

Dance and Technology: In the classroom and beyond

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.

Virtual Duke – ISIS Mapping 2.0

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.

[CourseCast slides] [CourseCast video 1] [CourseCast video 2]

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]

Video Capture Development for Aid in Understanding Problem Solving in General and Organic Chemistry

Christopher Roy, Chemistry

Using new technology, the Livescribe Pulse Pen, we have developed a series of video captures with voice over that diagrams the steps involved in solving chemistry problems and helps students to see and hear how a wide variety of chemistry problems are solved. This technology can easily be applied to a variety of disciplines, such as mathematics, physics, etc.

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