Ahrash Bissell, The Academic Resource Center (ARC)
Most students are expected to spend substantial time outside of class preparing for lectures and learning course
material. Therefore, it is crucial that students understand their informal learning tasks and develop the academic
skills to capitalize on their informal learning opportunities. Working with students to develop these metacognitive
and academic skills is one of the primary areas of focus for the Academic Resource Center (ARC) at Duke
University.
The ARC encourages students to be more deeply engaged in their own learning and to develop strategies for
learning independently. As part of our mission, we are developing and implementing technological tools to teach
students advanced academic skills, such as metacognitive and critical-thinking strategies, intelligent problem-solving
and note-taking strategies, and other skills that help students manage their learning tasks more effectively.
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Jane Blood-Siegfried & Kathryn Trotter, School Of Nursing
Many clinical courses require a reflective journal for students. This semester, two courses in the School of
Nursing used a blog to fulfill that function. It was a weekly spotlight into the student's clinical experiences. They
could talk about their accomplishments, what they liked and didn't like. It showed how they felt about their own
work, their patient's situations and help them process those feelings.
Students and faculty were pleased with the ability to read each others blogs and share similar experiences. Case
studies taken from the blogs were moved to the discussion board. Blogs were a trigger for group dialogue about
clinical work.
One student practicing in Ecuador for the semester sent her blog to be read by the class. This added another
rich layer to the interaction. So often in online courses the discussion about “the experience” is missing between
faculty and students. The blogging was a real addition to learning.
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Larry Bohs, Kevin Caves, Richard Goldberg, Department Of Biomedical Engineering
Students in BME 260: Devices for People with Disabilities, create and deliver a custom project to a person
community. During the semester, several oral presentations allow them to describe their progress. Students
video recordings of their own presentations, and comment on them, to hone their speaking skills.
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Alyson Breisch, Health And Nursing Ministries Program
The focus of this project was the modification of a required course in the Health and Nursing Ministries’ master’s
degree program into a course with eight weeks of on-line work interspersed with five on-campus seminars and
a five hour application workshop. Technology used included blackboard, audio recording, PowerPoint slideshows
and web links. Foundational / procedural information was adapted to the on-line format and the on-campus
seminar format was maintained when content required group interaction and reflection on theological content.
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Caroline Bruzelius, Department Of Art And Art History
The Gothic Cathedrals course at Duke involves the design of a Gothic Cathedral
by teams of Duke students. The students work in groups of three to create a
fictional history (going back to the Early Christian period), and design a building
with its full complement of stained glass windows and portal sculpture. There is a
jury and prizes are awared for the best projects.
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Joan Clifford, Lisa Merschel, Joan Munné, & Melissa Simmermeyer, Spanish Language Program, Romance Studies Department
The Spanish Language Program has explored the use of the iPod in their elementary, intermediate
and advanced Spanish language courses. All Spanish Instructors in addition to students in Spanish 14,
101, 105, 106A, 109 received an iPod for class use. One example of how the iPod has impacted our
curriculum would be our service-learning courses, since we now require on-site community partner
interviews and regular audio journals. The mobility of listening comprehension activities and recording
capabilities has opened up new avenues for language students and instructors.
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Laura Florand, Department Of Romance Studies
Third-generation iPods were first provided to all students in two pilot sections of French 63 (intermediate French) in Fall
2005. Audio material was provided for students via the Duke Content Server for download onto iPods, to increase and normalize
access to the French language (taking this out of the classroom and labs). Students in turn used iPods to record oral
production weekly and used the Duke Content Server to submit this material for their professor’s review.
In Spring 2006, this pilot was extended to all sections of French 63 and enhanced. Students upgraded from third to fourth
generation iPods and switched to iTunesU to obtain material and Blackboard to send their own production to professors. In
addition, instructors used fifth generation (video) iPods and Duke iTunesU to bring video clips into multiple classrooms.
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Jeffrey Forbes, Department Of Computer Science
iPods were used for two purposes in a survey course that highlights some of the important concepts, techniques,
and implications of computing. First, students recorded sounds and wrote programs in lab to manipulate digital
audio and create audio collages. The assignments complemented 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 was for building musical profiles for the students. Students used a tool called AudioScrobbler to
record their listening history which can then be viewed on the last.fm website. This data serves as the basis for
assignments and discussions on recommender systems.
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Deen Freelon, Student Technology Services
In response to escalating student demand, Student Technology Services decided to offer one-on-one tech training
for students and faculty through our Multimedia Project Studio (MPS) facilities. Any member of the academic
community may drop in at any time during the labs' open hours to receive up to 30 minutes of assistance in digital
video editing, audio editing, image manipulation, DVD burning, and much more from our consultants.Student
multimedia consultants are available to assist with whatever hardware or software patrons need assistance with.
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Josh Gibson, Duke Film/Video/Digital Program
The Film/Digital/Video Program's partnership with the Open Student Television Network will
allow Duke students to have an opportunity to screen their production work in an international
forum. In addition, they will have an opportunity to watch work created by other students at peer
institutions all over the world.
OSTN (Open Student Television Network) is a non-profit venture sponsored by a consortium
of universities called CampusEAI (www.campuseai.org). OSTN’s mission is to connect student
television stations and film programs internationally through a digital delivery system of studentproduced
content.
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Cynthia Coffman, Steve Grambow, Doc Muhlbaier, Jennifer Lindquist, Greg Samsa, Department Of Biostatistics And Bioinformatics & Va Health Services Research And Development
Use of a web-based course format provides portability and removes geographic barriers, providing flexibility in
both time and location of course attendance. Web-based instruction is particularly helpful for enhancing statistical
software demonstrations and for illustration of complex statistical ideas.
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Victoria S. Kaprielian, Elizabeth E. Hill, Justine Strand, Barbara Gregory, Beau Wiseman, Department Of Community & Family Medicine, School Of Nursing, & Duke University Medical Center
Our interactive modules are designed to help participants understand and apply principles of patient safety and
quality improvement. The six modules include: self-assessment exercises, thought questions, case scenarios from
healthcare as well as other industries, practical steps for conducting medical audits, models of QI analysis, and a
time-line of QI and patient safety evolution. Modules feature case studies from healthcare as well as industry.
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Ron Grunwald, Ph.d. & Alexander Motten, Ph.d. Department Of Biology
Introductory Biology is often the first opportunity for students to think about the unseen world of molecular
‘machinery’ that underlies all life. The object of this project was to develop a set of web-based exercises that
allow students to visualize this molecular machinery as concrete, three-dimensional objects with shapes and
chemical properties that account for biological function. The exercise used publicly available databases of 3D
atomic coordinates at the National Center for Biotechnology Information (NIH) and Eric Martz’s visualization
program, CHIME (MDL, Inc). CHIME allowed students to visualize 3D information using rotation, perspective and
virtual lighting. It allowed them to selectively visualize and color different parts of a complex structure. Students
used these tools to perform virtual ‘dissections’ of protein, much the same way that they would in an anatomy
lab. The exercise challenged them to make and test hypotheses about the relationship of genetic information to
protein structure and biological function.
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Linda S. Lee & Dennis Clements, Departments Of Community & Family Medicine And Pediatricsy
The goal of Interdis 422C, Exploring Medicine in Other Cultures, is to promote better understanding of how a
people’s culture impacts the health of individuals and populations as well as the delivery of health care. In Spring
2005, participants in this course explored the feasibility of using blogs and the supporting technology to advance
the educational goals of the course during a medical outreach experience in a developing country. This spring
(2006), course participants have greatly expanded utilization of the blog, including student submissions.
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Robert Malkin, Department Of Biomedical Engineering
While the wiki has made collaborative text documents a reality, the engineering equivalent
(a collaborative CAD drawing tool) is still unheard of in the classroom. This project explored options
and presents one solution to using computer aided design (CAD) tools in a collaborative project in
the classroom.
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David Needham & Joe Bonaventura, Mechanical Engineering And Materials Science, Center For Biologically Inspired Materials And Materials Systems, Nicholas School Of The Environment
The presenters envision a new curriculum for Bioengineering. The flagship course is the Pratt
School's Intro to Biologically Inspired Materials (ME/BME 265). Its teaching and learning
philosophy is experiential, real-life-project-based, and student-driven. The course begins with a
series of lectures to show students how to reverse engineer “problems nature solved,” and
“problems nature HAS.” Students form design groups to map engineering onto their own
interests in Biology, on which they report at the end of the semester. The faculty serve as
project mentors and expert advisors to the groups. This semester, the faculty lead is off-site in
California during the latter weeks of the semester, but remains in contact with the students
using videoconferencing technology which will be demonstrated at the Showcase.
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Ricardo Pietrobon, Mariana Mccready, Matthew Harker,Henrique Martins, & Danny O. Jacobs, Department Of Surgery
This presentation describes the Literature Map application, which uses Web 2.0 concepts in the preparation of
literature reviews for medical research. The application displays bibliographic references in a graphical manner.
Publications are presented in order of publication, with citation links connecting interrelated publications. Different
degrees of detail for each publication can be presented, thus allowing for different depths of understanding about
the covered topic. Students are therefore able to quickly move from a general overview of the topic to specific
comments on portions of the text for each scientific article.
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Deb Reisinger,French Language Program, Department Of Romance Studies
During the spring semester 2006, Professor Deb Reisinger and the teaching staff of French 76
(fourth semester Advanced Intermediate French) used iTunesU and 5th generation video
iPods to enhance the listening component in their course. Approximately 100 students
participated in the program, which was designed to advance listening skills by exposing
students to more authentic (and more compelling) oral materials outside of class. Since the
course focuses on both text and performance, students used the iPods to listen to recordings
of plays and poems and also to view cinematic adaptations of short stories. Students also
downloaded an iMix of 20 French songs related to course themes, which they were able to
listen to while reading lyrics on iPod screens. This portable twist on traditional listening
comprehension exercises was especially popular.
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Julie Reynolds, Department Of Biology And University Writing Program
Calibrated Peer Review (CPR, https://cpr.molsci.ucla.edu) is an online program that enables frequent writing
assignments even in large classes and can reduce the time an instructor spends reading and assessing student writing.
Stage 1: Text entry. Students write an essay in response to the assignment given, then upload their work to their
CPR course webpage.
Stage 2: Calibration and review: Students read and evaluate three essays based on a series of questions (both
the calibration essays and the questions are written by the instructor). In order to "pass" this stage, the student must
answer a stated proportion of the questions correctly (thus, "calibrating" their ability to assess the quality of the
writing.) After students pass the calibration stage, they read and evaluate three of their peers' essays (essays are
exchanged randomly and annonymously). Finally, each students evaluates their own writing in light of what they have
learned through this process.
Stage 3: Results: Students are given a grade based on the quality of their own writing (calculated as the average
score assigned by three classmates), their performanceon the calibration portion of the assignment, their
performance on the peer review portion, and their self-evaluation. The weighting of these four factors relative to
each other is determined by the instructor for each assignment.
CPR offers instructors the choice of creating their own writing assignments or using the CPR assignment library.
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Laura Richman, Psychology - Social & Health Sciences
Students in the Fall 2005 Research Methods in Social Psychology course (PSY185BS) used Palm PDA's and
Experience Sampling Program (ESP) software to collect research data from fellow students. The PDA's were
programmed to beep and prompt the subjects to answer a questionnaire at various times throughout the day.
When the surveys were complete, the data sets were downloaded from the Palm's and analyzed.
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Vicki Russell, Writing Studio/university Writing Program
iPods with recording devices in the composition classroom offer pedagogical advantages to
students, teachers, and program administrators. Students 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.
Teachers use iPods to respond to student writing, record class discussions and conferences
for self-reflection; and include recordings or transcripts of recordings in their teaching
portfolios. Administrators use iPods to record class observations and discuss teaching
strategies with instructors in follow up conferences.
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Jeffrey Taekman, Melanie C Wright, Bryan Andregg, & Eugene Hobbs, Human Simulation And Patient Safety Center
The Human Simulation and Patient Safety Center is a joint project of the Department of Anesthesiology, the
School of Medicine, and the School of Nursing at Duke University. We use a novel product called Studiocode
to analyze digital video. The software, used for years to analyze
sporting events, is now available for educational use.
We generate a large amount of digital video in the Simulation Center. We use Studiocode to code and index
individual performances. We quickly navigate through coded portions of video. We extract small clips from the
larger video file. We combine extracted video to form longitudinal assessments of learners and compare peer
groups.
We use different input windows to code the same video clip. We export coded data to Excel for further
analysis.
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