Spring 2007 iPod courses
iPod Courses
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This is the list of official iPod courses for the Spring 2007 semester. Descriptions for each course were provided by the faculty member who was the project lead or lead instructor.
iPod Course Support
Fulness of Being (AALL 49S . 01)
The aim of the course is to survey inductions for fullness of being in various cultures. Students explore comparatively the practice of art, theatre, dance and poetry. They use their iPods to record the ambience of particular microcultures. They also design audio environments so as to induce specific states of mind in their listeners. The field awareness students develop in the course of iPod exercises is especially important to an understanding of consciousness.
Advanced Chinese (CHINESE 126 . 01 02 ; ICS 120E . 01 ; ICS 120E . 02)
Ipods will be used in this course to view relevant materials regarding the study of chinese. These include recorded vocabulary and also video clips relating to the course.
Readings in Modern Chinese (CHINESE 136 . 01 02 ; ICS 120F . 01 ; ICS 120F . 02)
Students can use iPods to watch textbook video materials. Also, they can use iPods to record their interviews with Chinese speakers on topics discussed in class. They can then analyze the recording and incorporate it in their writing assignments and oral presentations.
Introduction to Classical Chinese (CHINESE 171S . 01)
The students may use iPod to download all the audio and video files from Bb. They also can record the lectures and discussions in the class. During the spring semester, they will be asked to record an interview for their report.
Chinese Economy and Society (CHINESE 182S . 01 ; ICS 122AS . 01)
The students may use iPod to download all the audio and video files from Bb. They also can record the lectures and discussions in the class. During the spring semester, they will be asked to collect interviews for their final report.
ELEMENTARY CHINESE (CHINESE 2 . 001 002 003)
The students may use iPod to download the audio and video files from Bb. They also can record the lectures and the individual sessions to improve their pronounciation and listening comprehension.
Literacy in Chinese (CHINESE 36 . 001 002)
Ipods will be used in this course to view relevant materials regarding the study of chinese. These include recorded vocabulary and also video clips relating to the course.
Principles of Effective eCommerce (COMPSCI 181S . 01)
CompSci 181s 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 guest speakers, all lectures will be recorded so that students may review key concepts prior to completing assignments or taking exams. Lectures will be supplemented with audio eCommerce case studies 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. The iPods will also be used as protable hard disks to store and transport large project files.
The Arts and Human Rights (CULANTH 180 . 02 ; MUSIC 120 . 03 ; POLSCI 199A . 44 ; PUBPOL 196 . 01)
At Duke and in the Triangle lots of people are actively engaged in music making, dancing, devotional practices, and a multitude of other kinds of artful performance. In this class you will think about the relationship between music and other aspects of social life by doing your own field research bearing questions such as these in mind: How do we make sense of our lives in playing and consuming music? Where do we draw our creativity from? How do we listen? Why do we perform? What is virtuosity? What makes a up a scene? What does it mean to be a fan, a regular, a dancer, a CD collector? How is worship through the body different to worship through the word? Why do we celebrate live music and damn mediation -- or do we? Who is the 'we' of a music tradition? How do music and dance shape social life, values, and ideas about difference? A second component to the class considers modes of research about music. You will learn techniques for doing ethnographic research, bearing questions such as these in mind: What can you learn about music making (and other forms of aesthetic practice) by means of a particular research method? What assumptions do different methods or analytic approaches make about their subject? What do they privilege about their subject? How do they represent sounds, aesthetic values, and knowledge? How does the researcher's point of departure and her/his relationship with those she/he is learning from shape what she/he comes to know? What are the ethics of field research? And, how do you do it?
Documentary Research Methods (DOCST 120S . 01 ; HISTORY 150CS . 01)
In this seminar, taught by Erin Avots, students will use iPods to complete multimedia projects documenting aspects of the relationship between Duke University and Durham, 1924-present. The ipods will allow students to combine the methods of documentary fieldwork and historical research as they store digitized photographs and archival material, record interviews, and organize audiovisual material for their final project presentation.
Intermediate Audio Documentary (DOCST 155S . 01)
iPods will be used as recorders, and for data storage, as students produce audio documentaries for the course.
Multimedia Documentary Production (DOCST 190S . 02)
Over the whole of the semester, students will make photographs, gather audio, and construct Web modules. Class assignments will include: interviewing a documentary or fine art photographer, collecting images of his or her work, and creating a multimedia Web-based presentation on the documentarian/artist; an in-depth multi-week documentary audio- and photo- project on the topic of educational opportunities afforded or denied to migrant farmworkers and their families in North Carolina, in collaboration with the non-profit organization Student Action with Farmworkers; and other weekly assignments. iPods will be utilized for gathering audio interviews and other recordings and will also be used as the external storage device for these interviews, related ProTool files, and for storage of digital photographs and SoundSlides sessions.
Finding the Voice (DOCST 190S . 05)
Students in "Finding the Voice" will create mixed-media works designed to be aired and consumed as podcasts. Work will be from various points of view, aka various voices, as students explore the development of their own, unique voice.
Documentary Fieldwork Practicum: Durham's Black Wall Street (DOCST 190S . 07)
Students enrolled in this class will use iPods to conduct documentary fieldwork/interviews with Durham community civic and business leaders and other knowledgeable citizens. The interviews will focus on the history and legacy of Durham's Black Wall Street and current efforts to revitalize this section of downtown. Student documentary projects will create an invaluable record of this significant aspect of Durham's past and present.
Special Topics in Writing: Creative Nonfiction (ENGLISH 109S . 03 ; DOCST 190S . 09)
This class focuses on reading and writing various forms of creative nonfiction-- primarily the memoir, the personal essay, and personal reportage. A primary component of the class will be audio interviews. Students will be asked to write a final "personal reportage," which will necessitate IPOD interviews with at least two people, of their choosing. There will be significant discussion in-class about interviewing techniques and what makes a good interview. As part of these discussions, the students and I will bring in clips from interviews we have done on the IPODS and Belkin Tunetalks and play them for the rest of the class.
Cultural Narratives of Genomics (ENGLISH 173 . 04)
Teaching film in the classroom presents instructors with technical challenges not usually encountered in teaching other media such as novels. Even with DVDs, it is difficult to quickly "flip" to a specific scene in class discussions, and it is even more difficult to compare one clip with another. As a result, classroom discussions tend to be based on vague memories of scenes, and students who write on film often concentrate solely on the narrative, ignoring detailed analysis of scenes. I am using IPods to address these problems by making available (on the IPods) clips from assigned films, and contextualizing these clips with both: (a) study questions about the film clip and (b) text that provides analysis of the film selections. IPods allow students to view the clips multiple times before, as well as after, class. I will also be using IPods as part of a student database assignment, in which students gather material from the web in order to make their own databases.
Cool Theory (ENGLISH 26S . 04)
ENG 26S, "Cool Theory," is a multimedia course that integrates music, music video, fiction and film into the classroom through the unique opportunities provided by the iPod project. In a thematic way, as interrogators of the idea of "cool," the students enrolled in this course will be theorizing "cool" while using and benefitting from one of its tangible traces, the iPod itself. We will also be creating a collaborative, semester-long multimedia project around the idea of "coolness." Taking the form of a music, audio, and video archive, the students will get the opportunity to act as "cool hunters" while also helping to create an oral history on "cool." As a writing designated course, students will be asked to make full use of the recording device by creating audio files of their written work. The iPod provides the unique opportunity to hear their own work, helping the student to learn about the lyrical tonality of their writing. It also offers a different way to approach the often mundane task of proofreading and revising, while supporting those students identified as hearing, rather than seeing or visual, learners.
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.
French Phonetics (FRENCH 107S . 01)
The iPod will allow students in French phonetics to download exercises for listening and repetition practice, to record their own speech samples, and to upload and send me those samples for critique and evaluation. I will use my iPod to record feedback on this homework, since written feedback on pronunciation exercises is, at best, only minimally effective. Students will engage in frequent self-critique and evaluation of their archived oral work. The ease with which students will be able to access audio and video material with their iPod will provide them with enhanced native speaker input through recorded poetry, books on "tape", TV news, songs, podcasts, interviews, and movie clips. Students will also use their iPods to record their own interviews with native French speakers on campus and in the surrounding community.
Elementary French 2 (FRENCH 2 . 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.
Intermediate French (FRENCH 63 . 01 02 03 04 05)
iPods will be used in this course in multiple ways to enhance listening, speaking, writing, and reading skills and to increase cultural awareness. Students will create podcasts of their own debating various themes presented by the course textbook Sur le vif, interact via written blogs about fellow students' podcasts, and listen/watch authentic Francophone podcasts which will be used as the bases of discussions and written assignments. They will, in addition, continue to use the iPod to record and submit their phonetics work each chapter in order to improve oral/aural skills.
Advanced Intermediate French Language and Culture (FRENCH 76 . 01 02 03 04 05 06 07)
In Spring 2007, 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 and also view cinematic adaptations of the texts they will study. They will also use the video feature to analyze images and listen to songs related to course themes.
Introductory German I (GERMAN 1 . 01 02)
This course use of the iPod will focus primarly on improving listening and speaking skills. Students will respond to recordings of poems, songs, and stories. Students will also record tongue twisters and interviews for the course. Secondary, the instructor will be using the iPod to record oral performances and create visual and listening aids for learning.
Advanced German II (GERMAN 118S . 01)
In this course, the iPod serves multiple functions. In support of the teaching of literature and culture, the iPod delivers music, images, and video. These materials will deepen student awareness of the intersections of culture and politics that form the basis of the course’s inquiry into German culture. To facilitate the development of German writing skills, the iPod operates as a device for recording drafts of student compositions and presentations, which can then be reviewed by students and the instructor. While the aural review of projects has been integral to the writing program outlined in the course text, it is only through technologies such as the iPod that this dimension of language learning can be refined and tested.
Introductory German II (GERMAN 2 . 01 02)
This course use of the iPod will focus primarly on improving listening and speaking skills. Students will respond to recordings of poems, songs, and stories. Students will also record tongue twisters and interviews for the course. Secondary, the instructor will be using the iPod to record oral performances and create visual and listening aids for learning.
Intermediate German I (GERMAN 65 . 01 02 03)
Intermediate German integrates music (popular songs and art songs), poetry, and images (famous German artists) into the thematic material of the course. With the iPod, students will have easy access to this material. They will use the iPod to record themselves and others in several assignments (reciting poetry; interviewing native speakers; recording class discussions), and be able to upload some of these onto their Portfolios on the course website. The ipod will enable me and students to have access to a greater amount of audio/image materials. The ability to make recordings of our spoken texts and interactions will be extremely motivating as well as instructive for students, and allow me to provide much better feedback. The iPod will also greatly facilitate the multi-mediality of Web-based portfolios that students develop throughout the course to showcase their work.
Intermediate German II (GERMAN 66 . 01 02)
Intermediate German integrates music (popular songs and art songs), poetry, and images (famous German artists) into the thematic material of the course. With the iPod, students will have easy access to this material. They will use the iPod to record themselves and others in several assignments (reciting poetry; interviewing native speakers; recording class discussions), and be able to upload some of these onto their Portfolios on the course website. The ipod will enable me and students to have access to a greater amount of audio/image materials. The ability to make recordings of our spoken texts and interactions will be extremely motivating as well as instructive for students, and allow me to provide much better feedback. The iPod will also greatly facilitate the multi-mediality of Web-based portfolios that students develop throughout the course to showcase their work.
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.
Academic Writing I (GS 320A . 01 02 03)
Through iPod technology and PRI podcasts, students will increase their exposure to expert English. This material adds current content to the curriculum and provides a foundation for writing assignments. In addition, the recording device allows in-class discussions to be captured and later analyzed for written summaries.
Integrated Oral Communication (GS 320B . 01)
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 both themes of American culture and topics within their own field specialization. Students use iPods with microphone attachments to conduct interviews on campus in English. The interview questions are focused on the field specialization of the interviewee, offering students examples of how to talk about their academic work effectively. Students learn interviewing skills and gain practice initiating conversations in English with nationalities other than their own. In addition, iPods are used to record and review student participation in group discussions, practice presentations and provide listening practice outside of the lab and 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.
Advanced Hindi (HINDI 126 . 01)
The aim of the course is to advance fluency in reading, writing and speaking Hindi. iPods are used to (1) record and present weekly compositions; (2) to analyze and comment on specific segments of Bollywood cinema; and (3) to record local use of Hindi in commercial diaspora environments.
Advanced Hindi (HINDI 184S . 01)
Topics of study are yet to be determined. They are likely to be: Feminism in contemporary Hindi periodicals; Indian philosophies of education in music and art; and, Successes & failures of modernity. iPods will be used to compose and present weekly essays, to compile images of women from periodical Hindi literature, and to analyze cinematic representations of traditional Indian art & music education.
Hindi 2 (HINDI 2 . 001 002)
Students will use iPods (1) to practice speech paradigms provided to them by the instructor; 2) to submit exercises organized around simple and complex conversations; (3) to prepare material for the annual Hindi festival April 14, 2007.
Hindi 64 (HINDI 64 . 01)
Students will use iPods (1) to practice speech paradigms provided to them by the instructor; 2) to submit exercises organized around simple and complex conversations; (3) to prepare material for the annual Hindi festival April 14, 2007.
Fundamentals of Web-Based Multimedia Communications (ISIS 140 . 01)
ISIS 140 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. All lectures will be recorded so that students may review key concepts prior to completing assignments or taking exams. 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. Students will use the iPods as a platform for the delivery of a multimedia communication to a target audience. Additionally, the iPods will also be used as portable hard disks to store and transport large multimedia files.
Introduction to Medieval and Renaissance Italian Literature (ITALIAN 111 . 01 ; MEDREN 111A . 01)
One of the primary goals of this introduction to medieval and renaissance italian literature is to explore the oral, visual, theatrical, and bibliographic metamorphoses of literary texts. Beginning with the shift from the oral to the written performance of literature in the Middle Ages, this course aims to interpret literary texts in light of their various material environments. A given poem, for example, exists not only on the page, but also in its performance by the human voice and in musical adaptations that transform the poem’s prosodic rhythm to fit new melodic structures. Our use of iPods will enable students’ to examine these transformations of literary objects by allowing them to store and analyze images of medieval manuscripts and printed editions; to consult visual adaptations of similar themes; and to listen to and watch recitations and oral performances, musical elaborations, and theatrical and cinematic appropriations of key poems and narratives. Students will also be encouraged to create and share their own adaptations, combining text, image, and sound.
Venice: Urban culture and artistic legacy (ITALIAN 142S . 01)
In this class IPods will be used to tape assignments, transfer images, download Renaissance music, and prepare class presentations
Cinema and Literature (ITALIAN 170S . 01 ; ICS 182ES . 01)
This course, designed with the support of the Duke Digital Initiative, analyzes the relation between literature and film in Italy. In short, we will discuss literary texts dramatizing anxieties, hopes and problems that writers of fiction felt when confronting cinema; and we will analyze the way in which “literature”—writers, librarians, books—are represented in movies. Excerpts from texts and movies will be made available as podcasts.
Intermediate Italian (ITALIAN 63 . 01 02 03 04 05)
Professor Claudia Karagoz will use the 5th generation video-iPods to enhance students’ comprehension and verbal skills and to broaden students’ cultural competency. Students will download on their iPods visual and audio content related to course topics and readings (images of Italian works of art, photographs connected to current Italian events, movie clips, cartoons, recording of interviews with native speakers), and produce podcasts describing and analyzing these materials. Ultimately, iPods will provide students with a portable digital archive of targeted language activities and of authentic Italian cultural materials.
Advanced Japanese (JPN 126 . 01)
In this advanced Japanese language course, students will use iPod to conduct a course project to interview Japanese people in the community. Students will use the recording of the interview for their writing assignment, preparation for the oral presentation, and for self-evaluation of their own speech. Students will use the device regularly to listen to the materials, including the visual images, to be downloaded from the blackboard/iTunes U. Students will submit their speech on the course website, get the feedback from the instructor on the pronunciation, and prepare for the speech contest.
Topics in Japanese (JPN 184S . 01)
In this course, students will record class discussions, debates, role plays and oral proficiency interviews. Students will be assigned to transcribe the recordings from selected activities and make self-assessments in order to raise consciousness about their utterances. Students also make a mini-drama as a course project, write a review of the drama and show the dram at the Japanese program annual speech contest using iPod.
Elementary Japanese (JPN 2 . 001 002)
Students will use iPods for a group project (create a short skit 3 times during the semester) as well as for a speech besides regular listening assignments and practice. The recording capability of iPod will allow students to practice their skits and speeches and to get feedback from the instructor. This will enable students to raise awareness of their oral production skills and to motivate them to perform better in class
Intermediate Japanese (JPN 64 . 001 002)
Students will use iPods for a group project (create a short radio drama), a presentation with visual images, and a speech and to transcribe their interview tests for self-correction. The recording capability of iPod will allow students to practice their radio dramas before uploading, and their presentations and speeches and to get feedback from the instructor. These activities will enable students to raise awareness of their oral production skills and to expand their use of the target language.
Advanced Korean II (KOREAN 126 . 01)
iPod is utilized primarily for (i) sino-Korean vocabulary acquisition and retention, and (ii) oral history interview projects. Images of Chinese chracters and their semantics and usages in academic Korean vocabulary will be downloaded on students' iPod for frequent reviews. Developing the course's thematic focus on modern Korean history, students will interview Korean speakers on their experience of recent historical events and changes. The intreviews will be recorded, edited and presented with iPod.
Islam and World Cinemas (LIT 120BS . 01 ; ENGLISH 179ES . 04)
We will use the iPod for in-class and outside class assignments. This will involve listening to, watching and analysing film clips and stills as well as music, voice and soundtrack in conjunction with films assigned for this class. The iPod will allow students to record important in-class discussions during small group workshops and take notes for their contribution to the online course website. Because the class deals in visual still images, film clips and film stills as well as film music, the iPod lends itself nicely to uploading and downloading this material for course purposes.
Film and Visual culture (LIT 49S . 01 ; AALL 49S . 03 ; FVD 49S . 01)
We will use the iPod for in-class and outside class assignments. This will involve listening to, watching and analysing film clips and stills as well as music, voice and soundtrack in conjunction with films assigned for this class. The iPod will allow students to record important in-class discussions during small group workshops and take notes for their contribution to the online course website. Because the class deals in visual still images, film clips and film stills as well as film music, the iPod lends itself nicely to uploading and downloading this material for course purposes.
Music, Social Life, and Scenes (MUSIC 137 . 01 ; CULANTH 145B . 01)
At Duke and in the Triangle lots of people are actively engaged in music making, dancing, devotional practices, and a multitude of other kinds of artful performance. In this class you will think about the relationship between music and other aspects of social life by doing your own field research bearing questions such as these in mind: How do we make sense of our lives in playing and consuming music? Where do we draw our creativity from? How do we listen? Why do we perform? What is virtuosity? What makes a up a scene? What does it mean to be a fan, a regular, a dancer, a CD collector? How is worship through the body different to worship through the word? Why do we celebrate live music and damn mediation -- or do we? Who is the 'we' of a music tradition? How do music and dance shape social life, values, and ideas about difference? A second component to the class considers modes of research about music. You will learn techniques for doing ethnographic research, bearing questions such as these in mind: What can you learn about music making (and other forms of aesthetic practice) by means of a particular research method? What assumptions do different methods or analytic approaches make about their subject? What do they privilege about their subject? How do they represent sounds, aesthetic values, and knowledge? How does the researcher's point of departure and her/his relationship with those she/he is learning from shape what she/he comes to know? What are the ethics of field research? And, how do you do it?
Advanced Study in Music Performance (MUSIC 179 . 02 21 26 27)
Advanced Study in Music Performance is the preparation of a recital to be given by the student during the semester. The iPod is used for listening to foreign language song texts spoken by native speakers, songs recorded by artists found in iTunes, and self-recorded voice lessons. It is also used as a virtual accompanist to play back recordings of song accompaniments for practice.
Applied Music-Violin (MUSIC 179 . 25)
Description: I will assign the students to document their daily practice sessions, that includes the video and audio images. This program allows the students to monitor and evaluate their daily learning process, step by step. Using this tool as a mirror to encourage them to be involved in active learning and self-critique, and bridge the gap between their present level and their goal. Using iPod to engage their mental problem-solving and to facilitate their mental and physical unity to reach their ultimate potential and performance level. This program invites students to get involved to learn organization skill which can impact and benefit them many more years beyond Duke.
Applied Music-Violin (MUSIC 81A . 02)
Description: I will assign the students to document their daily practice sessions, that includes the video and audio images. This program allows the students to monitor and evaluate their daily learning process, step by step. Using this tool as a mirror to encourage them to be involved in active learning and self-critique, and bridge the gap between their present level and their goal. Using iPod to engage their mental problem-solving and to facilitate their mental and physical unity to reach their ultimate potential and performance level. This program invites students to get involved to learn organization skill which can impact and benefit them many more years beyond Duke.
Applied Music-Violin (MUSIC 91A . 02)
Description: I will assign the students to document their daily practice sessions, that includes the video and audio images. This program allows the students to monitor and evaluate their daily learning process, step by step. Using this tool as a mirror to encourage them to be involved in active learning and self-critique, and bridge the gap between their present level and their goal. Using iPod to engage their mental problem-solving and to facilitate their mental and physical unity to reach their ultimate potential and performance level. This program invites students to get involved to learn organization skill which can impact and benefit them many more years beyond Duke.
Voice (MUSIC 95 . 01 02 03 04)
Voice lessons to improve technique, memorize songs for performance, hone foreign language pronunciation, learn song literature, and gain performance skills. The iPod is used for listening to foreign language song texts spoken by native speakers, songs recorded by artists found in iTunes, self-recorded voice lessons, and performances by the student. It is also used as a virtual accompanist to play back recordings of song accompaniments for practice.
Hellenistic Greek (NEWTEST 104 . 01)
Students will use iPods to practice their pronunciation of texts from the Greek New Testament. Sound files of the instructor reading the texts for the semester will be available on the course website so students may listen and practice with a guide. Students may also be asked to record themselves and upload files in order for the instructor to monitor progress.
General Physics I (PHYSICS 53L . 001)
I have often received requests from students to have class notes and presentations made available outside of the lecture. The way that we teach Physics at Duke is highly interactive and depends on conceptual development that is not readily obtained from textbooks alone. Students who either miss class or who have difficulty processing audio/visual information during a lecture feel at a severe disadvantage compared with students who do not. The video iPod will deliver lectures containing audio and images captured from a tablet PC, videos of demonstrations either done in class or available from other sources, and brief introductions to many of the labs that will give students a better idea of what they are to investigate and respond to during their lab experiences.
Film and Chinese Politics (POLSCI 176 . 01)
iPod will be used in this class for students to view video clips and for homework.
Policy Choice as Value Conflict (PUBPOL 116D . 001 002)
An essential part of this class is study and debate concerning the ethical implications of current political controversies, such as the morality of torture, doctor assisted suicide, abortion, etc. The best up to the minute and in depth information about these topics comes from two sources: National Public Radio news broadcasts and news programming, and the NewsHour on Public Television. Political news and commentary on NPR, including programs such as Talk of the Nation, Justice Talking, and All Things Considered, are available on podcasts, as are all episodes of the News Hour. Using the Ipod as part of the class will allow me to assign on a weekly basis relevant episodes of these programs and have students comment on them both in written assignments and as part of class discussion. I am very excited about this since there was no way to assign such programs in the past. These are of course just two of the many available podcasts that might be relevant for my class. In addition to this, I think it is important that students record class lectures given the often complex topics covered. Recordings will enable students to review class lectures and facilitate studying and note taking.
Newspaper Journalism (PUBPOL 120S . 01)
This is a journalism class. Students learn how to be reporters and how to write news. Using iPods has changed the course for the better. Students must do field work each week interviewing people for their assignments. They are expected to use the iPod weekly for their assignments. The iPods have permitted students to focus less on the technology needed for their assignments (previously cassette recorders) and instead to focus on learning HOW do to go interviews, how to pick out good quotes and the flexibility to interview more people. Since integrating the iPod, the sources for class assignments have been much, much better. For example, it is MUCH easier to jot down the time of a good quote and go back to it later with an iPod than with other recording devices. Students also regularly listen to examples of good interviews and good journalism, which make for a more dynamic classroom discussion and learning atmosphere. This may not be a revolutionary use of the iPod, but it is an incredibly important one. To reiterate, it has greatly improved the quality of the work that is coming from the students.
Media Campaigns and Public Policy (PUBPOL 196S . 35)
Students will (1) create a digital video Public Service Announcement that addresses a health or social problem at Duke and (2) design a research project that tests the PSA’s effectiveness in changing knowledge, attitudes and/or behavior. The iPod will be used to play the PSA for study participants and record their responses to the message.
Virtual Devotion: Media and Asian Religions (RELIGION 185S . 01)
The proliferation of new media in the modern period has revolutionized human communications. It has also impacted religious belief and practice around the globe. This course will investigate this impact, taking Asia as its primary field of inquiry. How do the media shape religion? We will seek to answer this question by surveying, in roughly chronological order, the modern media that have most substantially affected Asian religions (print, lithography, sound recording, film, television, and the internet). Particular attention will be paid to the rise of print media during the colonial era, its impact on religion, and its relation to imperial power. Our discussion of print will provide us with critical tools for understanding the effects of the newer technologies of sound and image. During the semester, in addition to academic material, we will read comic books, look at posters, watch film and television, and surf the web. Students can expect to learn in depth about select aspects of Islam, Hinduism, and Buddhism in a variety of Asian contexts, but with a special emphasis on the South Asian subcontinent. Students will use ipods to download visual and aural materials, both those provided by the instructor and those turned up by their own research. They will also use the ipod to record writing workshops.
Gospels and Heresies (RELIGION 20S . 01)
I envision iPods supporting two central teaching goals in my spring 2007 course, Gospels and Heresies. First, since this course fulfills a university writing requirement, I plan to emphasize student composition, editing, and peer-review. Students will work collaboratively in small groups to improve their writing skills by participating in out-of-class writing workshops. With the use of audio and recording features on iPods, these small group discussions can be recorded and uploaded so that I can review them and gage student participation. This will enable students to participate in student-facilitated dialogue and peer review of papers without extensive notetaking, and it will enable me to evaluate student participation in writing workshops. IPods will support collaborative learning and the sharing of course materials among students and between the students and the instructor. Second, I plan to incorporate the study of visual culture into this class, and iPods will increase student access to visual materials. With iPods, students will be able to download and store images for further research and study. My course, like many in my department, will emphasize reading, writing, and discussion skills. By also incorporating visual culture as an object of analysis, I hope to not only increase our understanding of early Christian history but also expose students to other learning styles in addition to reading and writing. The use of iPods in my course will help engage multiple styles of learning and provide new opportunities for student collaboration.
Beginning Russian (RUSSIAN 2 . 001 002)
In this course students will use iPods primarily for two purposes: to record themselves reciting or creating dialogs, and send them to their instructors for review and comment; and to study and review vocabulary. 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. With the help of iFlash software, flash cards with audio, written word and image files (3-sided cards!) can be prepared and shared by instructors and students. Students can then load these files onto their iPods, and use either audio or image prompts for reviewing vocabulary. 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/video flashcards, students will gain basic Russian lexical proficiency more quickly and with less stress than was possible before.
Intermediate Russian (RUSSIAN 64 . 01)
In this course students will record themselves as they either recite or create dialogs in Russian, and send the audio files to their instructors for review. A more complex part of this project will be to digitize 150-200 slides that Prof. Van Tuyl 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.
Spanish for Oral Communication (SPANISH 105 . 01 02 03 04 05 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)
Spanish for the Health Professions uses the iPods for different tasks. The main uses of the iPod is to record conversations with native speakers and to create personal journals chronicling student service-learning experiences at their service sites. The iPods allow the students the possiblity of interacting directly with different members of the Latino community that otherwise would be difficult to access.
Topics in Spanish Sociolinguistics (SPANISH 109 . 01 ; LINGUIST 123 . 01)
The topic of Sp 109S in Spring 07 is bilingual Spanish, issues of languages in contact and change. In this course I will be discussing with students different aspects of linguistic contact looking at data on bilingual Spanish as the main source of reflection on theoretical concepts. The theoretical background of this course is interactional sociolinguistics, and we will be exploring issues of language choice associated with extralinguistic factors. Data presented and reviewed in this class will come mainly from samples of Spanish in contact with Quechua, samples of Spanish in contact with English and Spanish in contact with Catalan. Students will be exposed to live data and will approach methods of sociolinguistic analysis.
Intensive Elementary Spanish (SPANISH 14 . 01)
The intensive elementary language students use the iPods to create spoken reflections, record conversation both in and outside of class, record presentations and oral exams to evaluate, and download practice and support materials for class. The iPods allow a very close and constant monitoring of students performance. They also allow students more mobility with listening assignments and recording spoken tasks. This course has successfully used iPods for various semesters and it is now integral to the course's design. The immediate availability of tools to practice and produce Spanish is essential for this intensive course since students cover 2 semesters of material in one semester. The additional out-of-class language contact is a priority for these language students.
The Rituals and Ideology of Death: Archaeological Perspectives (WRITING 20 . 25 27 34)
As with all Writing 20 courses, students will be workshopping drafts of their writing both in small group of 3-4, with the entire section of 12 students, and in conferences with me. With their iPods and micriphones, they will be able to record and replay these sessions during their revision process, as many suggestions (both specific and broad in scope) are lost when many individuals are giving each student feedback in workshop sessions too fast-paced for adequate note-taking. Students will also be asked to interview both religious practitioners who conduct funerary rites, and participants who've attended death rituals; these interviews will also be recorded and replayed as needed. Audio files will be manipulated in Audacity for inclusion as part of their writing portfolios (e.g., feedback suggestions and how they've incorporated those comments). These tools will allow students to make fuller use of feedback on their writing as recording and editing spoken feedback replaces frantic note-taking.
The Duke Student Body (WRITING 20 . 29)
Students will use iPods to record workshop sessions, student/teacher conferences, writing center tutorials, and peer reviews; collect primary data for essays; explore the increasingly multimodal environment of academic writing by creating end-of-semester projects that involve PowerPoint presentations with embedded audio files; and download course content from a variety of on-line sources.
Rewriting the Past, Inventing the Present (WRITING 20 . 37)
Students will conduct original field research, interviewing members of the community about their understandings of a past event that had national publicity, such as the Challenger explosion or the death of Princess Diana. The final project will ask students to present an academic argument in a multimedia essay with embedded digital audio clips from their field interviews. These projects will be presented at an event open to the university community at the end of the semester.
Austen's Costumes: The Novelist in Theater and Film (WRITING 20 . 47 52)
My course, "Austen's Costumes: The Novelist in Theater and Film" examines the way that plays influenced Jane Austen and the way that her novels have been adapted into films. We will be reading three Austen novels, two of which have been adapted several times and one, _Northanger Abbey_, which has never made it to the big screen. So my students' final course assignment is to make their own film adaptation of a scene from _Northanger Abbey_. In order to complete this assignment, they will need video equipment and their own ipods. They will be downloading other Austen adaptations to examine how the adaptation process worked and for possible use in their own films. Then they will need both video equipment to film their scenes, and ipods and video editing software to edit and transmit their films. The use of ipods will activate students' understanding of the difficult theoretical and practical aspects of adapting a novel for film.
Social Demolition (WRITING 20 . 54)
This writing intensive course explores the symbolic meaning behind certain forms of human destructive activity. Students will use iPods to record interviews for use in ethnographic writing assignments and collect images and videos of destructive activity for use in the classroom and in their writing projects. To stimulate the creative process, students will use iPod playlists to instigate free-writing exercises and they will record peer-review editing sessions in order to promote a self-reflexive dialogue about the various drafts of their writing assignments. They will also create reflective audio (and perhaps video) files for use in a final course web-page that accompanies their final papers.
Arguing about Diet and Dieting (WRITING 20 . 65 71)
In this Writing 20 Course, students will craft a variety of written arguments on a controversial topic related to diet or nutrition. To help students revise drafts of these texts, IPods will be used to record a type of reader feedback called a “think-aloud response” in which the reader reads the draft aloud interrupting herself frequently to describe her reactions to the text. Such responses can give student authors a strong sense of how their texts “work” for readers and help them become more aware of how readers respond to various rhetorical and stylistic features of their drafts. Some of my responses to student writing will be in this form and students will do such responses for one another. For the course’s major writing project, students will also get recorded think-aloud responses on a draft from professionals at Duke who are experts on matters of diet and nutrition.
Analyzing Public Discourse (WRITING 20 . 80)
Controversy swirls around health and social policy issues. Decision makers in government are often asked to influence the behavior of individual citizens. If you were serving in Congress, what process would you use to decide how to vote on a bill eliminating federal funding of stem cell research? As a governor who believes in intelligent design, what can/should you do to promote its being taught in the state’s public schools? Another public decision maker might have to take a stance regarding capital punishment. This class focuses on cases, such as these examples, where the evidence supporting one policy solution over another is complex and subject to multiple interpretations. As an academic writing class grounded in public policy, we will examine how three types of influence (medical and scientific knowledge, ideological beliefs, and economic considerations) are called upon to support opposing arguments in these controversies. Over the semester, we will critically read several types of policy writing in the context of uncertainty generated by divergent positions. IPod use affects all curricular goals of this course (improvement of critical thinking, reading, and writing; oral communication skills; learning of American public policy). Students read and respond to each other's work through several types of workshops. They use their iPod devices to record group workshops and peer comments. The recordings will be used in individual and group sessions to review and rewrite drafts of the writing assignments. Students use editing software to create "writing lesson" audio files as followup to each workshop. In addition, news podcasts of current events related to the course content will be added to the syllabus. Students will be able to review the audio lecture files and to download the podcasts using their iPod devices.
