Fall 2006 iPod courses
iPod Courses
• Spring 2007» Fall 2006
• Spring 2006
• Fall 2005
• Spring 2005
• Fall 2004
Other programs
• Course video
This is the list of official iPod courses for the Fall 2006 semester. Descriptions for each course were provided by the faculty member who was the project lead or lead instructor.
Chinese Media and Popular Culture (AALL 250S . 01)
This course explores contemporary Chinese media and popular culture including TV and radio, newspapers and magazines, the internet, cell phone text messaging, fashion, karaoke,comics etc., using Ipod technology to access, record, and re-create programs that reflect cultural dynamics in China today.
Film and Visual Culture (AALL 49S . 01)
This course introduces various possibilities in understanding what visual culture means in arts and representation. Beginning with what the field of visual culture may cover, the course emphasizes close reading of critical texts and tests the applicability of theory in hands-on encounter with the objects in question. The three selected loci of inquiries—art museums, public and private photographic images, and shopping malls—are but examples of how visual culture in fact goes beyond received notion of visuality and plays a vital role in the everyday life. Students are encouraged to consider how culture, aesthetic, sociality and politics are imbricated with visuality. Field trips and various other activities are designed to further enhance students’ critical encounter with visual culture through personal experience. The use of iPod and related technology provides tools and interfaces to achieve those goals.
History of the Art Museum (ARTHIST 172A . 01 ; LIT 132C . 01)
Students will use iPods to record class lectures and discussions, play podcasts of lectures and other assigned audio and video materials, and store audio, photographic, and video files for class research and study. Students will be assigned to produce video museum tours for playback on iPods. iPod museum tours will be distributed among the class members and evaluated in the relevant museum setting.
Advanced Chinese (CHINESE 125 . 01 02)
Students can go to the iTunes U course space and download various course materials into audio and video files. Students will also be able to listen to the contents of their textbooks. Additional materials available to the students will include supplementary texts on grammar and Chinese society and culture, stories about Chinese proverbs, and selected Chinese popular songs that are easy to understand and learn. Students will also have access to subject-oriented conversations recorded by native Chinese speakers. Using the iPod’s recording device, students can record oral exercises and presentations for later playback. Furthermore, the video iPod enables students to view Chinese TV news clips, Chinese TV commercials and video clips of relevant Chinese movies and sitcoms, which will not only help them improve their mastery of the Chinese language, but also deepen their understanding of the Chinese culture.
Introduction to Classical Chinese (CHINESE 170S . 01)
Students will use iPods to watch and listen to video and audio files as the supported materials for the course. This will benefit students in understanding the context of discourse and the authentic culture. Students will also record interviews while they are gathering news for their assignments. The iPod will also be used to record the students' presentation to examine their own language proficiency.
Chinese Economy and Society (CHINESE 181S . 01)
Students will use iPods to watch and listen to video and audio files as the supported materials for the course. This will benefit students in understanding the context of discourse and the authentic culture. Students will also record interviews while they are gathering news for their final paper. The iPod will also be used to record the students' presentation to examine their own language proficiency.
Topics Modern Chinese (CHINESE 183S . 01)
In this course, "Topics - Modern Chinese", taught by Jie Cai, students will use iPod devices with microphone attachments for their course project to interview Chinese officials, from China, at the Sanford Institute. Students will then use the recording of the interview for their writing assignment and to prepare for an oral presentation. In addition to the project, students will also subscribe to audio and video podcasts for playback on iPods.
Contemporary Chinese Culture (CHINESE 195S . 01)
This course will examine contemporary Chinese media including TV, radio, newspapers, the internet, and visual arts, literature and music by using iPods. Students will also use iPod technology to access, record, and re-create the programs to help understand the Chinese cultural scene today.
Literacy in Chinese (CHINESE 35 . 001 002)
Students can go to the iTunes U course space and download various course materials into audio and video files. Students will also be able to listen to the contents of their textbook. Additional materials available to the students will include supplementary texts on grammar and Chinese society and culture, stories about Chinese proverbs, and selected Chinese popular songs that are easy to understand and learn. Students will also be able to get phonetic exercises in Pinyin. Using the iPod’s recording device, students can record oral exercises and presentations for later playback. Furthermore, the video iPod enables students to view Chinese TV news clips, Chinese TV commercials and video clips of relevant Chinese movies and sitcoms, which will not only help them improve their mastery of the Chinese language, but also deepen their understanding of the Chinese culture.
Principles of Computer Science (COMPSCI 1 . 001)
Audio iPods will be used for two purposes in a survey course that highlights some of the important concepts, techniques, and implications of computing. First, students record sounds and write programs in lab to manipulate digital audio and create audio collages. The assignments complement class discussions on implementing efficient algorithms for dealing with collections of homogeneous data and the implications of digital media. A second use of the iPods is for building musical profiles for the students. Students use a tool called D-Note to record and upload their listening history. Students can view the listening history for themselves and their peers on the Duke Scrobbler website. This data serves as the basis for assignments and discussions on collaborative filtering and recommender systems.
Palestine, Israel, and the Arab-Israeli Conflict (CULANTH 155 . 01 ; AALL 159 . 01 ; JEWISHST 155 . 01)
Students will use iPods to access audio materials from or about the Middle East that compliment the course syllabus, including radio transmissions, popular music, and podcasts. They will also have the opportunity to record in-class lectures.
Introduction to Oral History (DOCST 110S . 01 ; HISTORY 128S . 01)
This course has two aims. First to introduce students to the pleasures and complexities of creating and analyzing oral history interviews. And second, to challenge them to put those skills in practice by using oral history, in combination with other sources, to understand recent developments in American history and political culture. Students use iPods to conduct interviews, playback interviews and critique the work of fellow students, and compile interviews for final projects.
Documentary Research Methods (DOCST 120S . 01 ; HISTORY 150CS . 01)
In this seminar, taught by Erin Avots, students will use iPods to complete audiovisual projects documenting aspects of the Hispanic history of North Carolina 1500-present. The ipods will allow students to combine the methods of documentary fieldwork and historical research as they record audio interviews, store digitized photographs and archival material, and organize digital video clips for their final presentation.
Color Photography (DOCST 178S . 01 ; ARTSVIS 178S . 01)
Students will make photographs using digital cameras or traditional film cameras. Students will use IPODS as a file storage and transfer device from their cameras or personal computers to the state of the art equipment in the Arts Warehouse digital lab. They will then use Nikon and Epson scanning and printing software and photoshop editing software to project images for class discussion and to print their final portfolios. As the instructor, I will us my Ipod as a storage and transfer device for my lecture materials and class demonstrations. I will also use my IPOD to prepare and store course materials for the semester.
Literacy, Writing, and Tutoring (EDUC 170S . 05)
Students use iPods to record student/teacher conferences, writing center tutorials, and peer reviews; collect primary interview data for essays; and explore the increasingly multimodal environment of academic writing by creating end-of-semester projects that involve PowerPoint presentations with embedded audio files.
Living Downstream: Ethics, Communities and Water Conservation in the FOCUS Cluster "Forging Social Ideals" (ENVIRON 181 . F01)
Suburban and urban communities across America struggle with many water problems: flooding, droughts, declining aquatic species, and degrading water quality. Using neighborhoods near Duke as case study sites, this seminar will investigate water-based natural processes and human actions that affect these processes. The class will also explore dynamics of community responses and the ethical dilemmas posed by water management. Students will collect natural resource data and conduct field interviews using iPods.
Advanced Geospatial Analysis (ENVIRON 359 . 01)
This course covers advanced topics in the use of Geographic Information Systems (GIS) to understand environmental processes as well as protect and manage environmental resources. The course requires students to work with large, complex databases and satellite images. The addition of iPods to the course will allow students to complete labs and projects that require datasets larger than that currently available on class servers. There are also a number of Podcast resources online from commercial GIS companies (e.g. ESRI) and from GIS practitioners that will be integrated into the course as additional perspectives on cutting edge GIS technologies not yet documented in textbooks.
Special Topics in Focus: Game2Know (FOCUS 105 . F07)
The Game2Know FOCUS IDC will incorporate extensive use of iPods, both as portable listening devices, and as a mechanism to actively engage students in the creation of course content. Since the course includes discussion of wide-ranging topics related to gaming, these sessions will be recorded and made available to students via iTunesU. Class discussions will be supplemented with audio resources that complement that week’s topic. Podcasting technology will be utilized to distribute the supplementary audio to students. In addition, students will be required to prepare audio podcasts that consist of critical analysis and review of issues we discuss in class. Finally, iPods will be utilized to transport large multimedia files such as game play captures for display in the class sessions.
Elementary French 1 (FRENCH 1 . 01 02 03)
In French 1 the students and instructors will use the ipod in a variety of activities. In order to improve their pronunciation skills, students will regularly record their responses to activities from the course's lab manual into their ipod. All of the audio files for the course will be uploaded to the ipod so that students may complete lab exercises practice French pronunciation in a variety of locations. Short video segments will also be made available to students in order to help students expand their knowledge of the Francophone world and to improve their oral comprehension skills. Instructors will use their ipods regularly as a means to incorporate authentic cultural materials into their instruction. This will include the use of color photos, maps and short video segments to highlight various aspects of Francophone culture throughout the semester. Instructors will also be able to expose students to an eclectic array of Francophone music without having to transport more traditional media to and from the classroom.
Elementary French 2 (FRENCH 2 . 01 02 03 04)
In French 2 the students and instructors will use the ipod in a variety of activities. In order to improve their pronunciation skills, students will regularly record their responses to activities from the course's lab manual into their ipod. All of the audio files for the course will be uploaded to the ipod so that students may complete lab exercises practice French pronunciation in a variety of locations. Short video segments will also be made available to students in order to help students expand their knowledge of the Francophone world and to improve their oral comprehension skills. Instructors will use their ipods regularly as a means to incorporate authentic cultural materials into their instruction. This will include the use of color photos, maps and short video segments to highlight various aspects of Francophone culture throughout the semester. Instructors will also be able to expose students to an eclectic array of Francophone music without having to transport more traditional media to and from the classroom.
Intermediate French (FRENCH 63 . 01 02 03 04 05 06 07)
Students will participate in an audio and video podcasting project, "Duke in French." In addition, they will continue to use iPods to record and review language material, including phonetics exercises, podcasts, film clips, songs.
Advanced Intermediate French Language and Culture (FRENCH 76 . 01 02 03 04 05 06)
In Fall 2006, Professor Deb Reisinger and the teaching staff of French 76 will use 5th generation video iPods to expand students' exposure to authentic oral materials. Since the course focuses on both text and performance, students will use the iPods to listen to recordings of texts, to view cinematic adaptations of the texts they will study, and finally to make their own recordings. They will also use the video feature to analyze images and listen to songs/read lyrics related to course themes.
First-Year German I (GERMAN 1 . 01 02 03)
Learning a language is about listening and speaking as much as reading and learning. The capability to listen to vocabulary, poems and songs on the go will help immerse you in the language. Plus, your instructor will be better equipped to help provide feedback when you can record your own tongue twisters, performances and interviews for review. The iPod allows you to practice your German for the real world on your own time.
First-Year German II (GERMAN 2 . 01 02)
Learning a language is about listening and speaking as much as reading and learning. The capability to listen to vocabulary, poems and songs on the go will help immerse you in the language. Plus, your instructor will be better equipped to help provide feedback when you can record your own tongue twisters, performances and interviews for review. The iPod allows you to practice your German for the real world on your own time.
Instructional Uses of Technology (GS 301 . 01 02)
GS 301 is a course to train graduate students in instructional uses of techology. Students explore a range of educational iPod uses in a great variety of disciplines. This includes audio recording, file transport, video playback, podcasting, instructor up- and download of course materials, and other uses as developed or adapted by course participants.
Integrated Oral Communication (GS 320B . 01 02)
Integrated Oral Communication (GS 320B) In this oral communication class for non-native speakers of English, students improve their speaking and listening skills while exploring field specific topics and themes of American culture. Students use iPods with microphone attachments to conduct a series of interviews in English in the classroom and on campus. Through the interview experiences students will gain oral practice and become more comfortable initiating conversations in English with nationalities other than their own. In addition, iPods will be used to record and review student participation in group discussions, presentations and conferences, and provide listening practice both in and outside of the classroom setting.
Academic Presentations (GS 321B . 01 02 03)
This course helps international graduate students advance their oral English skills through the practice of both formal presentations and less structured seminar and other classroom discussions. In addition to regular videotaping of speeches, the use of iPods with microphone attachments allows students to record their presentations and discussions for self-analysis and to upload to Blackboard for peer evaluation. The regular recording of student work also allows the instructors to provide more frequent and substantive feedback on pronunciation and content.
Elementary Hindi (HINDI 1 . 001 002)
First year Hindi students’ language skills develop at different paces. The mixing of heritage (i.e., South Asian) and non-heritage learners helps promote this uneven development. To better level the playing field between language students of different cultural backgrounds, I propose utilizing iPods. Non-heritage learners can use the iPod to make digital duplicates of course presentations and discussions. Students can employ these recordings to create an audio archive that he/she can reference back to during the course of the class. iPods are also useful for heritage students who learn at a faster pace. Heritage students, with the iPod’s high quality digital recording and playback ability, can—like non-heritage learners—review and reinforce their knowledge of Hindi by having an easy to access duplicate of course lessons and discussions. This course will also require students to use iPods to record and share their oral assignments and homework, as well as short audio and video clips which are part of the mid-semester and final exams.
Advanced Hindi (HINDI 125 . 01)
iPods will be integrated into the work of the Advanced Hindi class in the following ways: (1) Distribution of weekly Hindi feature film segments for listening comprehension and cultural analysis; (2) In-class presentation of (prepared as part of homework) weekly expressive assignment—formal address, dialogue, journal entries, advertisements; (3) Recording and subsequent editing of “found” Hindi in various South Asian diaspora locations around the Triangle, presented to the class as local variants on standard Hindi.
Intermediate Hindi (HINDI 63 . 01)
This course reinforces language skills in context of society and popular culture. The course has multiple iPod components. Students will utilize iPods to maintain a regular oral diary, which is required as part of their final projects. They will also compose dramatic skits, act them out, and share them by means of iPods. This exercise facilitates the acquisition of socially contextualized language by utilizing iPods to share skits in a format that allows for easy playback and analysis. The course also uses iPods to share pre-recorded examples of language in and from specific South Asian socio-cultural contexts (e.g., market places, temples, film clips, etc.). This component expedites student comprehension of vocabulary and complicated constructions by providing examples of “live” speakers in their native contexts. The course also intends to use iPods to record and analyze native speakers during field trips and guest lectures. For this and other components of this course the entire class requires iPods with microphone attachments.
Introduction to Contemporary Latin America (HISTORY 136A . 01 ; ICS 132A . 01 ; LATAMER 136 . 01)
Introduction to Contemporary Latin America is an interdisciplinary course that serves as the gateway for students pursuing a certificate in Latin American and Caribbean Studies. Students will use their iPods to explore Latin American music and film, interview local Latino immigrants, and share their discoveries with their classmates. As a final project, each student will produce a web site that demonstrates his or her understanding of the region's history and culture.
Perspective on Information Science and Information Studies (ISIS 100 . 01)
ISIS 100 will incorporate extensive use of iPods, both as portable listening devices, and as a mechanism to actively engage students in the creation of course content. Since the course includes lectures by many faulty guest speakers, all lectures will be recorded so that students may review key concepts prior to completing assignments or taking exams. Faculty lectures will be supplemented with audio resources that complement the lecture topic. Podcasting technology will be utilized to distribute the supplementary audio to students. In addition, students will be required to prepare audio reports that consist of critical analysis of issues we discuss in class. These student audio reports and discussions will also be distributed to the entire class via Podcasting.
Italian Theater (ITALIAN 151S . 01 ; MEDREN 100S . 01 ; THEATRST 120S . 01)
This course will use iPods to familiarize students with actors' voices and recitation skills in Italian. Additionally the students will use the iPod to prepare for the class presentation of their chosen play in Italian.
Mod Literature/Culture (ITALIAN 155S . 01) Instructor only
ITALIAN 155 will focus on the relationships between literature and the visual arts in Italian culture, from the 17th to the 20th century. The instructor will use the iPod to collect, and show in class, a wide selection of paintings and videos, replacing both the slide projector and power point slide show - the traditional supports for art historians.
Elementary Italian 2 (ITALIAN 2 . 02 03 04 05)
In this course the ipod will be used both as an instructional tool and as a resource for students. It is our intention to upload onto the ipods clips from Italian films as well as music in order to place language insctruction within an authentic context. Podcasting might be considered. Listening activities and pronunciation drills. Pictures accompanied by commentaries recorded by the students. Audio guides to Italian cities.
Advanced Intermediate Italian (ITALIAN 76 . 01)
Professor Claudia Karagoz will use the 5th generation video-iPods to enhance students’ comprehension and verbal skills through exposure to authentic cultural materials (photographs, music videos, vodcasts, movie clips). Students will download visual content related to course topics and readings on their iPods (images of Italian works of art, photographs connected to current Italian events, clips of movies based on short stories and novel excerpts read in class), and produce podcasts describing and analyzing these materials. In addition, students will create an audio-visual guide of the Italian works at the Duke Nasher Art Museum.
Advanced Japanese (JPN 125 . 01)
In this Advanced Japanese language course, students will regularly use iPods to listen to textbook materials and to view the video materials developed by an instructor. As a final project of the course, students will produce short dramas with digital camcorders and iMovie, share the files through iTunes U, download the products into the video iPod to view peers’ work and for self-assessment. In addition, students will be given an opportunity to work individually with an instructor to listen to their speech recorded with the device.
Radiation Physics (MEDPHY 200 . 01)
Lectures will be recorded on the iPod and audio files made available for download to Blackboard. Other materials for iPods will be relevant parts of lectures (text and graphs) and data, e.g. interaction coefficients, needed for specific assignments or general reference. Audio files of student discussions, presentations and group consultations may also be recorded and made available for download.
Small Unit Military Leadership (MILITSCI 113 . 01)
The IPOD we be used in this course for a multitude of tasks. These include: -Students record themselves and/or their classmates using the audio recording feature of the iPod - Students download audio or video from the iTunes Music Store for playback on iPods - Students download video from their course site for viewing on iPods - Instructor records self using the audio recording feature of the iPod - Instructor records students using the audio recording feature of the iPod - Instructor records class lectures, discussions and/or presentations using the audio recording feature of the iPod - Instructor uses iPod as a file storage and transfer device
Leadership and Personal Development (MILITSCI 11S . 01)
The iPod will be a tool for instruction, feedback, organization, and convenience. Instructional materials will be available in video and audio formats in preparation for classes. The iPod will be used to store large presentations for use in class. Students will record their presentations to critic and improve their verbal communication skills. Assignments will also require students to record leaders in action in order to evaluate them in class.
Innovative Team Leadership (MILITSCI 51 . 01)
The iPod will be a tool for instruction, feedback, organization, and convenience. Instructional materials will be available in video and audio formats in preparation for classes. The iPod will be used to store large presentations for use in class. Students will record their presentations to critic and improve their verbal communication skills. Assignments will also require students to record leaders in action in order to evaluate them in class.
Music and Modernism (MUSIC 139 . 01)
Musical Modernism has represented a rich panorama of musical sounds and styles, a contested stylistic and technological space, from the parting shots of musical revolution heard in 1912-13 in Igor Stravinsky's "The Rite of Spring" and Arnold Schoenberg's "Pierrot Lunaire" to contemporary artistic responses to political events via multi-media presentation, such as Steve Reich's "The Cave" (based on the biblical story of Abraham/Ibrahim, Sarah, Hagar, and Ishmael and its ramifications for Israelis and Palestinians), and John Adams "The Transmigration of Souls", a "memory space" relating through text and music to the events of September 11, 2001. Beyond innovations to the classical repertoire, once the story of modernism in music--by the first decade of the 21st century it is clear that our musical soundscape has been shaped by the merging, through technology, of various traditions of music; of different and competing modernisms. Class meetings, writing and listening assignments explore these topics through a variety of sources, including iTunes Music Store.
Advanced Study in Music Performance (MUSIC 179 . 02 21 26 27)
Voice students preparing a recital will use iPods to record and play back accompaniments of their assigned songs for practice. They will record and learn from voice lessons, class performances, and the pronunciation of foreign texts by the instructor and native speakers. Students will obtain through iTunes Music Store recordings or videos of professional singers performing their assigned repertoire. Students will be able to download texts and translations from the web and scroll through these text files as they memorize lyrics. Recordings may also be generated by instructor or teaching assistants for class purposes and shared via Blackboard.
Advanced Musical Performance (MUSIC 179 . 35)
iPods will be used by violin students in the following ways: - to record themselves and/or their classmates using the audio recording feature of the iPod - to record lessons, masterclasses and performances using the audio recording feature of the iPod - to download audio or video from the course site, the iTunes Music Store and/or other sites on the web for playback on iPods
The First Decade of Funk: 1965-1975 (MUSIC 20S . 02)
This course explores the first ten years (1965-1975) of the funk era. We will utilize the iPod primarily to facilitate weekly listening assignments. Additionally, students can use the microphone attachment to record lectures and other relevant class periods, including those devoted to workshopping the book review and final paper. Some students may want to use the iPod to record interviews related to the final paper.
Violin (MUSIC 81A . 01)
iPods will be used by violin students in the following ways: - to record themselves and/or their classmates using the audio recording feature of the iPod - to record lessons, masterclasses and performances using the audio recording feature of the iPod - to download audio or video from the course site, the iTunes Music Store and/or other sites on the web for playback on iPods
Violin Performance (MUSIC 91A . 01)
iPods will be used by violin students in the following ways: - to record themselves and/or their classmates using the audio recording feature of the iPod - to record lessons, masterclasses and performances using the audio recording feature of the iPod - to download audio or video from the course site, the iTunes Music Store and/or other sites on the web for playback on iPods
Voice (MUSIC 95 . 01 02 03 04)
Voice students will use iPods to record and play back accompaniments of their assigned songs for practice. They will record and learn from voice lessons, class performances, and the pronunciation of foreign texts by the instructor and native speakers. Students will obtain through iTunes Music Store recordings or videos of professional singers performing their assigned repertoire. Students will be able to download texts and translations from the web and scroll through these text files as they memorize lyrics. Recordings may also be generated by instructor or teaching assistants for class purposes and shared via Blackboard.
Community Health Nursing (NURSING 231 . 001)
N231: Community Health Nursing. This course meets for 5.5 hours, Wednesdays for 6 weeks. Ipods will be used to expand material availabity for 56 students. Students will be able to review materials out of class, instead of taking time in class to cover audio and video presentations. Addionally, key resouce documents will be made available to students in this format. Including select lectures that will be taped and uploaded to them. It is developmentally inappropriate to retain learners in a classoom for 5.5 hours in one session. Having Ipods will "unbind" some of the course content and allow students with various learning styles to exercise their own freedom in choosing how select content is delivered to them weekly. I predict after this first pilot year, I will be able to organize the course in such a way that 50% of the course content can be delivered in this format the second year. This will be very important as we anticipate that many of our students will be away from campus doing their clinical rotations in another part of the state or internationally. We need this first year to pilot this format and get our content taped. This is an excellent opportunity and I thank you.
Physical Assessment and Diagnostic Reasoning (NURSING 332 . 002)
The students in this course will use the audio/video iPods to review the system videos filmed this summer. They will be expected to perform the exam for the system covered each week. These videos will also be available on blackboard. The iPOD access to the videos will be evaluated with respect to feasibility and usefulness of this modality as an additional learning tool. In addition the students will record one problem based history practice. These will be discussed and critiqued during a lab session.
Child Health in Family Care (NURSING 441 . 01)
We will be using the iPOD in this course to do several things. The students will be recording an interview with an expert on a difficult pediatric case and posting it for the rest of the class. They will also be recording a case presentation on a case they have seen in their clinical setting. We will also supplement their learning with video clips, podcasts and their own taping of the class lectures.
Sexual and Reproductive Health (NURSING 442 . 01)
Students will receive an iPod which they will use both in class and in the clinical setting. For in class/study use, they will be able to record lectures and group discussion, and view short videos of specific procedures, techniques pertinent to course clinical content. They could even view or listen to prerecorded lectures posted on this web enhanced course via Blackboard. In the clinical setting, students will practice chart dication on their iPod, will interview their preceptor about a topic of the students choice which is related to the course. A second interview will be to discuss an assigned Case Study. This recorded discussion will then be made available to other students working on the same case, so that they may also learn from the interviewee's expertise.
Advanced Management of patients with cardiovascular diseases (NURSING 460 . 01)
This course is being offered as an online course this semester using narrated powerpoint presentations. Ipod use will allow students mobility with course content which will available as mp3 files. In addition certain topics will be videotaped and then be available for students for use in the clinical arena. For example, advanced cardiovascular physical exam techniques may be reviewed prior to assessing a patient through the use of an Ipod.
Clinical Research Mgmt - Regulatory Affairs (NURSING 492 . 01)
This course provides the student with an overview of the FDA and regulatory requirements in the drug development process. In-depth content includes: Accessing and interpreting laws and regulations that impact drug, biologic, and medical device research. This includes regulations involved in the development and submission of Investigational New Drug Applications, New Drug Applications, Biological License Applications, Orphan Drug Applications; biomedical auditing and compliance; MedWatch and Safety reports; Phase-IV studies and Post Marketing Surveillance; and International Harmonization Guidelines for multinational pharmaceutical development projects. iPods will be used to provide text-to-speech conversions of the regulations and recordings of lectures in this course.
Development of Congress as an Institution (POLSCI 146 . 01)
This course is designed to integrate current events into a rigorous study of the U.S. Congress and its various institutions. The use of iPods in the course is designed to facilitate this goal in three ways. First, through audio and video podcasts students will access to a wider variety of specialized sources for current events and analysis which they can interpret. Over the course of the semester students will be encouraged to investigate different sources of information and critique them thus building the overall resources available to the entire class. Second, iPods will allow for an additional means of distributing information outside of the classroom such as media clips and additional lecture material. Finally, students will use iPods to create and distribute their own podcasts based on their research as an alternative to in-class presentations and as a means to facilitate discussion on their projects.
Globalization and Development (POLSCI 199BS . 02)
The Fall 2006 section of POLSCI 199BS – Globalization and Development – explores how the changing global economy affects developing countries and their participation in international affairs. Students are required to respond on a regular basis to the assigned readings by selecting news stories (newspaper article, radio or TV broadcast) that address the issues highlighted in the theoretical debates considered. Their selections will be posted on Blackboard, from where students can download them on their iPods. All students will be asked to read or listen to the others’ news selections prior to class. In addition, course materials include several documentaries (e.g. PBS’s three-part Commanding Heights), which students will watch outside of the classroom.
The American Political System (POLSCI 91 . 01)
iPods will be used in two ways. We will distribute podcasts onto iPods; these podcasts will be produced in a course assignment. We will also use iPods to manage and distribute audio and video content assigned in the class. This will include news broadcasts and extracts from lectures and presentations. Students can use the iPods to review this content on demand, and prepare for class discussion.
Introduction to the U.S. Health Care System (PUBPOL 111 . 01 ; HTHPOL 111 . 01)
In this core class for the Health Policy Certificate, undergraduate students, taught by Chris Conover, the instructor will deliver lectures that demonstrate how students can understand and critically evaluate competing arguments from the readings. Video iPod devices will be used to record lectures (and companion PowerPoint slides) and make them available to students outside of class so that class time can be focused on discussion that permits students to practice the skill of argumentation. In addition, course readings will be supplemented by timely audio and video podcasts available through Kaisernetwork.org, Health Politics, think tanks and other sources on current health policy issues. Students will review the audio lecture files and download the podcasts using their iPod devices. Students also will use their iPods to record individual or group discussions about complex health policy issues to provide real-world experience in testing alternative forms of argumentation. Students will work in groups to determine which of these recordings should be played back in class for further discussion. Likewise, the instructor will occasionally play back material from his iPod to stimulate class discussion.
Political Analysis for Policymaking (PUBPOL 114 . 001 ; POLSCI 145 . 001)
The content taught in this core class for Public Policy undergraduate majors is enhanced by news podcasts of current events. Students subscribe to podcasts (audio and video content) such as the Presidential Weekly Radio Address and Washington Week with Gwen Iffill. The syllabus includes audio and video content uploaded to the course site. Instructors use audio and video content in lecture. We also record the lectures and make them available as audio files for excused absences and TA review. In the writing sections for this class, students read and respond to each other’s work through several types of workshops. Students use iPods to record group workshops and peer comments. The recordings will be used in sessions to review and rewrite drafts of the writing assignments. Students create audio files to use for section discussion. Instructors also use iPods to record responses to student writing.
Information, Ethics and Policy (PUBPOL 126 . 01)
Students in Information, Ethics and Policy will use their iPods to listen. Assignments for most class periods will include an audio or video portion from news stories to commentary and expert opinion. There is a lot of content on the Internet that is relevant to the class. In addition, students will be asked to search for and find at least three relevant audio or video contributions during the semester to upload and share with the class.
Social and Political History of Genomics (PUBPOL 195S . F65 ; HISTORY 105S . F65)
In this course taught by Professor Cook-Deegan, video iPods will be used for three purposes. To view video assignments that supplement the readings, to do audio recordings of oral history interviews with living figures central to the stories covered in the course, and to display those final class projects and oral history interviews done in video format.
Beginning Russian (RUSSIAN 1 . 01 02)
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" that will speed up and significantly strengthen students' mastery of basic Russian vocabulary. In this project, each vocabulary word or phrase will have its own audio file which, like a song on iTunes, the student can manipulate to appear in a list with like parts of speech (say, verbs),words from the same chapter, or according to the student's personal "rating" of difficulty level. A number of these files will be accompanied by a relevant video file, or photo (showing a window, someone sitting down, etc.). With their exposure to Russian no longer limited to classroom time and textbook reading, students will have the ability to hear and practice the language while riding the bus, lying in bed or doing their laundry. Prof. Van Tuyl expects that, by increasing their exposure to spoken Russian with iPods and audio flashcards, students will gain basic Russian lexical proficiency more quickly and with less stress than was possible before.
Intermediate Russian (RUSSIAN 63 . 01)
In this project Professor Van Tuyl plans to digitize 150-200 slides that she took in the pre-Gorbachev Soviet Union, and to create audio/video files that will stimulate conversation and writing among students in their second year of Russian language study. In Intermediate Russian, students work to activate and expand the basic language structures they learned in Beginning Russian, but at this level they no longer take satisfaction (if they ever did!) in being able to say, for example, that a book is lying on a table. The instructor's challenge is somehow to motivate students to ask questions and make original comments in order to develop their mastery of Russian in an authentic way. Professor Van Tuyl has found that, while today's students may not know exactly who Yeltsin and Gorbachev are, they are still intrigued by what they have heard about the world of the Soviets. Her goal, then, is to offer students digitized audio-visual lessons and assignments about Soviet life that will develop their communicative skills in Russian as well as their understanding of the historical context of contemporary Russian life.
Contemporary Social Problems (SOCIOL 11 . 01)
In this course students will learn to examine the world through a sociological lens. After reading an ethnographic account of inner-city life,students will be encouraged to "do sociology" by using the IPOD and their new sociological knowledge to complete a visual and verbal observation of an area of downtown Durham. Students will also utilize the IPOD to record interviews as they conduct a study of a local business or non-profit that was created in response to one of the social problems we will examine (e.g. poverty, racism, sexism, crime, violence, pollution, etc.) Other assignments will include analyzing music videos and films that illustrate course concepts.
Spanish for Oral Communication (SPANISH 105 . 01 02 03 04 06)
Students in this class will use iPods to improve their comprehension and production of spoken Spanish at an advanced level of discourse. The iPod video and audio features will allow students to view/listen to clips from various media, while the audio recorder will be used to capture assignments such as short spoken homeworks, service-learning reflections, and a brief podcast episode. For the final project of the semester each student will make a recording of his/her conversation with a native speaker of Spanish on a topic related to politics, art and culture, or society.
Spanish for the health professions (SPANISH 106A . 01 ; LINGUIST 106 . 01)
The students of Spanish 106A: Spanish for Health Professions will use their iPods to complement their vocabulary and oral proficiency development, their reflections of the service work that they do in the community, and to conduct interviews with Spanish-speakers in the community. The iPod will also serve as a way to distribute radio programs and other pre-recorded material to provide important course content and also listening comprehension activities.
Issues of Education and Immigration (SPANISH 106C . 01)
The second phase of an ongoing research service-learning project at Jordan High School will involve Duke students interviewing Latino/a students and parents about their experiences within Durham Public Schools. These testimonials will provide additional information to further the insights gained last year with a written survey. The video and audio components of the i-pods will be used in the production and editing of the interviews. Duke students will also participate in audio journals reflecting on their service at the high school.
Intensive Elementary Spanish (SPANISH 14 . 01)
The iPod project has become an essential component of the success of Intensive Elementary Spanish (SP014). Students use the iPod to record interviews and oral diaries and to create audio flashcards for study; to record ambient sounds as well as their impressions of Duke; and to record audio postcards from remote locations. They also have the opportunity to download their textbook and workbook audio as well as listen to audio versions of the novels they read in class. This semester they will also have access to video material to help them get involved not only with the language, but also with the Hispanic culture. As a professor, I have used the iPod to interview colleagues and play audio in class, including materials that students have recorded. iPod use has undoubtedly increased students' interest in learning elementary Spanish and has allowed me to assign creative tasks that stimulate student fluency.
Methods of teaching Spanish as second language (SPANISH 306S . 01)
The use of iPods in Spanish 306S will bring the technology to the teaching class. Graduate students will not only be creating their own audiovisual materials, but they will be able to share them with their classmates. Also, digitized sections of the students’ Spanish classes will be available on the video iPod for feedback. The iPod will facilitate the feedback process. Finally, the iPod will be a tool for graduate students to collect sample of language produced by Spanish learners in the beginners’ classes and discuss various aspects of second language acquisition based on those data.
The Song (THEATRST 180 . 01)
This course will include listening to songs from native cultures, religious traditions (such as Tibetan Monks, Tuva singers etc.) and regional and international folk traditions. This is to provide a cross-cultural approach to learning different vocal placements and songs. The ipod would be used to download mp3 files of these different vocal traditions.
Conservation Biology (WRITING 20 . 08)
Conservation Biology at the Eno River State Park is both a first-year writing course and a Research Service Learning (RSL) course. The writing component of the course requires students to write three major papers, each of which will undergo several drafts using feedback from multiple readers. The RSL component of the course requires students to spend approximately 20 hours throughout the semester working on an ecological research project in the park. Students will primary use iPods to record feedback on their writing from their instructor, their peers, and their scientific mentors. The course instructor will also use an iPod to record comments about student writing, which will be uploaded to the course website as podcasts. Finally, the class will experiment with using iPods to record field data.
Analyzing Public Controversy (WRITING 20 . 30)
The content taught in this policy-oriented first-year writing seminar is enhanced by news podcasts of current events. Students subscribe to podcasts (audio and video content) such as the Presidential Weekly Radio Address and Washington Week with Gwen Iffill. Students also identify and upload audio and video content for their individual research projects. Students use their iPods to record group workshops and peer comments. The recordings are used in sessions to review and rewrite drafts of the writing assignments, and to create audio files for group discussion about writing problems and how to solve them.
Freedom and Control (WRITING 20 . F11 F34 54)
In this course students use iPods for three main purposes: Research, Revision, and Reflection. As a research tool, the students use iPods in order to conduct and record ethnographic interviews that lead towards final papers about student notions of Freedom in the American university setting. They will also use the video capabilities of the new iPods to collect video and print advertisements that will form the basis of a critical paper on the use of Freedom as a sales pitch in advertising. As a revision tool, students use iPods to record in-class peer-review discussions, instructor consultations, and personal memos about their own papers. As a reflection tool, students will create audio content to complement course web-pages based around their final research projects. They will use the iPods to record and self publish web-based podcasts that will accompany their final projects, and offer public reflections about the writing processes they used during the course of the semester.
Mind and the Media (WRITING 20 . F45 F73 F99)
Students in this class will use iPods to conduct field research investigating how audiences react to various media forms. The iPod video and audio features will be used to share clips of films, advertisements, television shows, music videos, and/or music with study participants, while the audio recorder will be used to capture responses to interview questions about the clips. The final project for the semester will require students to create an audio-visual presentation explaining the role of a particular type of media in people’s everyday lives.
Writing Studio (WRITING STUDIO . Tutors)
Tutors use iPod technology to record tutoring sessions and share clips with students, other tutors during staff meetings, and the director of the Writing Studio. Tutors also post clips of interesting and challenging moments on the Blackboard site. An online tutoring pilot program to be launched spring semester will combine audio and written feedback on drafts students submit online.
