Helen Gordon, Assistant Clinical Professor, School of Nursing

Project description

This project will develop series of short video lectures taped via a desk-top, Flip-video on a tiny tripod. A “Video Workbook” will be created for the N220: Nursing Care of the Childbearing Family, upon finishing all recordings.

These recordings will be uploaded to Blackboard, iTunes U, or other media for students to view and download to their iPods. Students will receive a designed workbook with objectives, lecture highlights and worksheets and directed to the lectures which will be numbered on Bb, iTunes U, or other media. Students then can load the lecture on a video iPod for mobile studying, or view the lecture online. This will accompany the regular course materials. But instead of the course coordinator lecturing via PP slides, class room time can be spent processing critical nursing content as it relates to nursing care of the childbearing family.

Helen Gordon foresees how the project makes different: “I spend HOURS lecturing on small segments of content that consume valuable class time. Now students will spend this time, hearing me and seeing me via video mini-lectures. They will have the satisfaction of receiving the content they want….and I will have the class time back to focus on nursing actions of the material… This format will appeal to the audio learning styles of many of the students. The organization and creation of the workbook will be a key shift in how I have taught this before.”

By the end of the summer 2008 semester, Helen Gordon will randomly select about 7 representative students from her over 60 students to form a focus group for evaluating the project.

Project start date: 2/1/2008
Funding awarded: $ 500

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Jonathan Goodall, Assistant Professor of the Practice of Geospatial Analysis, Environmental Sciences and Policy, Nicholas School of the Environment and Earth Sciences

Project description

In Advanced Geospatial Analysis (ENVIRON 359), students used Geographic Information Systems (GIS) to understand environmental processes and how to protect and manage environmental resources. Students were required to work with large, complex databases and satellite images.

In support of these goals, students used iPods as portable storage to complete labs and projects with datasets too large for the classroom server. They also subscribed to podcasts from commercial GIS companies (e.g. Environmental Systems Research Institute) and from GIS practitioners to add these perspectives on cutting edge GIS technologies not yet documented in their textbooks.

Project start date: August 1,  2006

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Jeffrey Forbes, Assistant Professor of the Practice, Computer Sciences, Arts & Sciences

Project description

This project adapted AudioScrobbler to build a Duke Scrobbler site and associated Java client. This site enables to users to track their music listening habits and to find other users with similar tastes and habits. Users will be able to see neighbors, experiment with different collaborative filtering algorithms, and view statistics on listening history.

DukeScrobbler was used to conduct a workshop on social networks and computer science as part of an outreach program to high school teachers. It is part of a developing project that will use social networks and the science of networks in general as a lever to introduce computer science. DukeScrobbler is used in Computer Science 1 (Principles of Computer Science).

Project start date: 6/15/2006
Funding awarded: $1,000

Center for Instructional Technology Poster

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Susan Denman, Assistant Professor, School of Nursing
Penny Cooper, Assistant Clinical Professor, School of Nursing
Margaret Bowers, Assistant Clinical Professor, School of Nursing

This project created video series that demonstrate a specific adult physical examination taught in N332 Physical Assessment. The various formats of the videos were integrated to online courses posted in Blackboard, to self-paced web tutorials for online learning and to video iPods for mobile learning.

This demo session of the physical examination was taught each year to about 150-200 students in N332 Physical Assessment and Diagnostic Reasoning at Duke University School of Nursing. Faculty, actors, models who were involved in this demo had to repeat the same live demo to show many different sections of students before doing a laboratory practice.

This shift to ‘in house material’ videos and the subsequent movement of the clips to iPOD has changed instructors’ teaching in a major way. Because instructors not longer have to use live demo or non Duke specific video material the content drift for the course is much reduced. It has also very significantly affected the teaching style of at least 7 faculty and their respective courses. In addition, after instructors were able to fully utilize the videos this semester, the students have been so enthusiastic that they are moving ahead with this resource and influencing and enhancing their applications.

“The huge student enthusiasm for this product has convinced me that convenience and portability is very valuable to our students…likely to others…The university could do more to support these initiatives. They are time and resource intensive to start but the payoff is very good.” Dr. Susan Denman, the project primary investigator said when she evaluated this project.

Project start date: 4/20/2006
Funding awarded: $ 3,250

Additional Information

Center for Instructional Technology showcase poster on this project

Duke University Media Services was funded by CIT for field production

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Satendra Khanna, Associate Professor of the Practice
Asian and African Languages and Literature, Arts & Sciences

Project description

In this advanced Hindi language course, Professor Satendra Khanna includes a wide variety of film and literature examples to increase student engagement with authentic language and culture. With the addition of iPods to the course, students in the course expanded their contact with authentic language even further by using their iPods to record weekly samples of actual Hindi in use at various South Asian diaspora sites in the Triangle. The language samples were analyzed in class to allow the incorporation of important locutions and vocabulary in student coursework. The introduction of iPod assignments allowed students to encounter the real language in real use, which required them to adapt to this Hindi-using environment rather than using language that is pre-filtered and simplified. Such exposure to Hindi in current use in the diaspora has dynamic consequences for Hindi instruction in the classroom.

Project start date: August 1, 2005

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Joan Clifford, Visiting Assistant Professor
Romance Studies, Arts & Sciences

Project Description

In this ongoing Service-learning project, students explore issues of cultural assimilation, literacy, and access to educational opportunities for the growing Latino community in the United States. They used iPods with microphone attachments to record observations from their service learning experiences. Students in this course will also be asked to listen to archived interviews with Spanish-speakers in the community, which will facilitate listening comprehension practice, provide exposure to authentic speech patterns and accents, and also disseminate content to the students outside of class.

In the Fall 2006 semester, the project involved Duke students interviewing Latino/a students and parents at Jordan High School about their experiences within Durham Public Schools. These testimonials provided additional information to further the insights gained last year with a written survey. The video and audio components of the iPods were used in the production and editing of the interviews. Duke students also continued to use their iPods to record their own audio journals reflecting on their service at the high school.

Project start date: August 1, 2005

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JoAnne Van Tuyl, Associate Professor of the Practics
Slavic and Eurasian Studies, Arts & Sciences

Project description

Russian isn’t more difficult to study than French or Spanish, it just takes longer. Beginning Russian students face the challenge of learning about 1,000 words, most of which do not resemble any word they have heard before. These realities form the background of Prof. Van Tuyl’s project to create “Audio flash cards” to speed up and significantly strengthen students’ mastery of basic Russian vocabulary. In this project, each vocabulary word or phrase is recorded in its own audio file which students can include in their own playlists for parts of speech, words from the same chapter, or according to the student’s personal “rating” of difficulty level. Vocabulary files can also be accompanied by a relevant video file, or photo.

With their exposure to Russian no longer limited to classroom time and textbook reading, students have the ability to hear and practice the language while riding the bus, lying in bed or doing their laundry. Prof. Van Tuyl has found that, by increasing their exposure to spoken Russian with iPods and audio flashcards, students gain basic Russian lexical proficiency more quickly and with less stress than was possible before.

Project start date: August 1, 2005

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