Poster abstracts
Faculty and student posters, listed by primary presenter (last
name)
Andolsek | Antonaccio
| Apple | Ashenburg | Bowers |
Bray |
Cooper | Falco | Florand |
Forbes | Fournier | Glander | Karagoz | Hill
| Malkin | McNairy | Reeves | Russell |
Simmermeyer | Stinnett
| Thorne | Thrall | Trotter
| Utley-Smith |
Campus service provide posters, listed by department/service
Arts & Sciences
Instruction Support | Center for Instructional Technology | CIT
Consultants | Digital
Media Solutions| DukeCapture
| Duke Media Services
| Duke University Libraries Scholarly Communications
Office | Elluminate
Webconferencing | Public Computing | Technology
Training
Faculty and student posters
A Webcast Orientation Outperforms
a Live Institutional Orientation
Kathryn Andolsek, MD MPH Gwen Murphy RD PhD Sandro Pinheiro, PhD,
Emil Petrusa, PhD Tammy Tuck, Alisa Nagler, JD, EdD; Duke University
Hospital Office of Graduate Medical Education, School of Medicine and
Geriatrics
In spring 2005 Duke GME planned the 2005 orientation to include two live
workshops (June, July), with the third (August) orientation delivered
as a professional “web cast” constructed from filming and
editing the 27 live sessions. It contained approximately seven hours
of total content. 32 case based multiple choice questions were developed
to test knowledge of the key content Residents had three chances to correctly
respond. Performance, satisfaction and “cost” of the two
methods were contrasted.
Podcasting Antiquity:
"The Past Is Present" Exhibition at the Nasher Museum of Art
Carla Antonaccio, Classical Studies and Sheila Dillon, Art, Art History
and Visual Studies
One project of our team-taught seminar is a student-written and recorded
podcast to accompany the newly installed exhibition of antiquities at
the Nasher Museum of Art. For the exhibition (on display until spring
2008), we created six broad thematic groups.
The podcast, composed by
students working in teams on the groups, draws audience attention to
specific, sometimes special, aspects of individual pieces, makes links
between objects in the different themes, and conveys student perspectives
and experiences while in
the actual space of the exhibit. When completed, the team segments will
be available as a single, downloadable file on the Nasher Museum website.
CampusView: Experience
Duke Virtually with ISIS200S Student Project
Alexander Apple and Marcin Dobosz, Trinity, '07; Biology and Computer
Science, ISIS Certificate
Our vision is to create an interactive and visual interface for exploring Duke and its surrounding areas. Based on this vision, we developed the idea of CampusView, which is a multi-faceted medium of presenting information in a spatial manner to give a dynamic sense of campus. CampusView provides the ability to navigate aspects of campus from the convenience of your home, office, or school.
Building from the data that makes up the map.duke.edu website, we created a new interface for presenting information about identified campus points of interest in a geographic context. We utilized interactive and customizable 2-D and 3-D environments to present this content, and created animations that could be used as promotional devices.
Initially, the scope of CampusView is focused on prospective students and the transition of first-years to life at Duke. However, we feel that the framework can provide an invaluable resource to other members of the community, including visitors, staff, faculty, and current students.
What's New in the Duke
Environmental Leadership Program? -or - How has the DEL Program Evolved
with New Technology?
Sara Ashenburg, Nicholas School of the Environment and Earth Sciences
When we launched the Duke Environmental Leadership Program three years
ago, we intentionally kept the technology simple – communication
via Blackboard using the discussion board and virtual classroom and telephone
conferencing. We still believe that
a little can go a long way, but each year we have added new technologies
to enhance our program. For example, narrated PowerPoints, using Impatica
and Camtasia, brief video clips, and webconferencing through Elluminate.
We’ve also expanded our use of Blackboard to include the survey/test
tool and assignment tool. With the addition of each new technology, our
program has become more efficient and effective, both in terms of teaching
and learning. We look forward to continuing to evolve as new technologies
emerge.
iPod Use in a Cardiology Nurse
Practitioner Course
Margaret Bowers and Tina Moore, School of Nursing
During this asynchronous online course students were issued Ipods to
create an aspect of connectivity to their classmates and the course itself.
Students used Ipods to practice clinical dictations, interview health
care professionals and present new treatment information. These assignments
were uploaded to the course discussion board for all to "listen
to" and provide feedback.
Work on New Textbook for Multivariable
Calculus: Using Majors to Create Challenging Exercises for Underclassmen
Clark Bray, Mathematics
Some of our most talented math majors were hired to help create exercises to be included in a chapter of what will eventually become a new textbook for courses in multivariable calculus. The specific application of this chapter as relates to this grant is its use in the new course "Math 102" offered as an alternative to the usual multivariable calculus course for students with interests in economics.
A Revised Approach to Teaching
Health Assessment: Minimizing Didactic, Maximizing Learning
Penny L Cooper, Margaret T Bowers, Cynthia Boucher, Kathryn Trotter,
Kathy Pereira, Brian Burton, Scott Neal, Tina Moore, Susan Denman; School
of Nursing
A change in the structure and delivery of a required pre-clinical course
for nurse practitioner students allowed a shift from traditional, didactic
classroom time to interactive, case application discussions. The change
was supported in part by online didactic lectures and creation of course
specific video content available online..
The Use of iPods in Conducting
Oral History Interviews in Genomics
Christie Falco and Whitney Laemmli, Duke Institute for Genome Sciences
and Policy
In Social and Political History of Genomics, students conducted oral
history interviews with prominent participants in the genome revolution.
The objective was to fill gaps in the public record of the human genome
project and explore the individuals' contributions to genomics more fully.
iPod's microphone recording device was used along with iPods themselves
to capture the interviews digitally. The interview files were then transferred
to computers, transcribed, and burned onto CDs. Some interviewees gave
permission to make their transcripts and interviews public, and those
will be deposited on a public website.
Engaging in Debate: Vodcasting & Podcasting
in Third Semester French
Laura Florand, Romance Studies
Students in French 63 have produced both video and audio podcasts, working in groups to produce a regular, semi-weekly podcast in the target language during which they debate cultural issues being covered in class; the project includes a composition, production of the podcast, class blogging in reaction to the podcast debate, and in-class discussion.
Duke Scrobbler
Jeffrey Forbes, Computer Science
The Duke Scrobbler Suite is a set of tools adapted from the AudioScrobbler
client that enables users to track their music listening habits through
an online interface and to find other users with similar tastes and habits.
The Duke Scrobbler Java client updates a user's listening profile on
the Duke Scrobbler web site, tracking changes in his or her iTunes library.
Using the Duke Scrobbler web site, users can find other users who like
the same artist, song, or album and track popular songs and artists among
the users of the site and their immediate social network on Facebook.
Duke Scrobbler makes it easy to find people with similar tastes and friend
them on Facebook, or use your friends' listening habits to discover new
music.
Integrating Technology and
Traditional Pedagogy to Facilitate Multidisciplinary Learning
Elizabeth Fournier, University Writing Program, Department of Public
Policy Studies
In a first-year academic writing course grounded in public policy, the
challenge of bridging the gap between public and academic discourse can
be addressed by incorporating audio and video podcasts into the course
reading. To first-year students especially, discourse analysis may seem
like an inaccessible tool; yet listening to real people talk about real
current events creates real opportunities to apply unfamiliar academic
skills.
In a writing-intensive core PPS upper-level course, the challenge of
delivering meaningful writing instruction to more than 100 students can
be addressed by taking advantage of efficiencies offered by Blackboard
tools. Over four semesters, this project developed and tested communication
tools to facilitate productive engagement among each semester’s
array of two professors, five graduate teaching assistants, and 100 students.
Food and Technology: You are
What You Eat
Ken Glander, Biological Anthropology & Anatomy
Food has shaped, and continues to shape, human cultures and values but we often take what we eat for granted. Despite being overfed, we are undernourished. The seven most ignored nutrients are (not in order of importance): calcium, fiber, magnesium, potassium, vitamins E, C, and A. This new course used a combination of new technology and evolutionary theory to evaluate our eating patterns, the nutritional, medicinal and dangerous properties of our food. Particular attention was given to the "facts” and "myths" surrounding foods (example: feed a cold and starve a fever). Each class participant evaluated their diet in terms of their health and energy requirements. Students recorded their daily calorie intake in terms of grams of protein, fat, and carbohydrates and used pedometers to record daily energy expenditure. At the beginning of the course, each member of the class had their muscle mass and body fat determined via the BodPod in the Michael W. Krzyzewski Human Performance Lab (K Lab). In addition, some class members had their maximum metabolic rate determined using an oxygen analyzer and a treadmill in the K lab while others used standard formulas based on body weight to determine their resting and maximum metabolic rate. These technologies and exercises challenged the students preconceptions about the food they eat and their bodies' requirements.
Managing a Large Class: Problems
and Solutions
Elizabeth Hill, School of Nursing
The definition of "large classes" may be as defined in the
eye of the beholder. For classes where the material is very concrete
and involves more memorization than conceptualization, a large class
may be several hundred. The poster presented here addresses keeping approximately
50 students with hugely varying backgrounds engaged in a course that
requires understanding and applying concepts that are often new to them
and can be quite complex. It will address encouraging and monitoring
attendance, promoting active class participation in a classroom where
students have full wireless access to the internet, and encouraging group
work and independent learning.
Beyond the Blackboard: Using
a Tablet PC in Intermediate Italian
Claudia Karagoz, Romance Studies
Using a tablet PC in third-semester Italian fostered course goals, and enhanced class activities by providing an interactive, multimedia digital blackboard. Power Point presentations, including images and video/audio content, were used to further explore the course cultural content, and to reinforce students’ speaking, writing, and reading skills. Students were asked to describe, comment, and ‘draw’ on/annotate images related to course topics, and to complete such activities as filling in missing words in paragraphs and exercises. Ink flash cards were also used for quick grammatical and vocabulary reviews. Finally, students used Windows Journal to complete short writing exercises that were then displayed and peer-reviewed by their classmates.
Using Digitizing Tablets as
a Graphic Personal Response Systems
Robert Malkin, Biomedical Engineering
In engineering, the Personal Response System (PRS) is relatively ineffective
because most engineering questions require equations or diagrams to answer.
The digitizing tablet presents a practical alternative. Using a digitizing
tablet, the professor can directly capture the sketches, diagrams and
schematics that document the students’ approach to the problem.
The professor can then visualize what his students are thinking.
Improving Physics Understanding: Lectures and Demos via iTunesU
William McNairy, Physics
PHY53 is a Duke video iPod designated course for S07. Recordings of annotated PowerPoint presentations accompanied by the audio from lectures was posted on the PHY53 iTunes site. [A Shure 3-0U USB microphone was used in class, and Camtasia Studio was used to capture and edit the recordings.] Several dozen demonstration videos, lasting one to two minutes, were made available. These broadened student understanding by exposing them to other applications involving key concepts. Lastly, we have used MasteringPhysics, an online homework system. MP provides a rich variety of problem types: "Skill Builder" with carefully constructed step-by-step questions that have hints with sub-parts to guide students in developing their solution, "Self-Tutoring" to bridge between SB problems and general problems, "Ranking Tasks" used to develop conceptual understanding by comparing/contrasting the impacts of different factors, "End-of-Chapter" problems that mimic examples from the text having randomly generated numbers for each student. Each of these problems was programmed with context-dependent feedback for incorrect answers.
Multimedia in a Marketing
Course
Martha Reeves, Markets and Management Studies
Marketing courses certainly lend themselves to visual displays of one sort or another. My challenge as an instructor was to find the right sort of images (print, internet spots, or TV commercials) for the concept that I was discussing in class. I also wanted to be able to store these images conveniently and be able to pull them up as examples, during class. My CIT grant helped me develop a library of images - some were scanned, some were downloaded, and some digitized in a program called Picassa. Once the images were entered, Picassa allowed me to sort them in any way I wanted to - for example, I had a file of print ads that demonstrated rational persuasion and another file of ads that appealed to consumers on an emotional level. I had other files that captured an entire marketing campaign that a company might have used. Before I had this library, I spent alot of time trying to find relevant ads, either hard copies from magazines, or I kept track of links to ads that could be accessed via the web. Because I use blackboard for my courses, I was able to have students view specific images before class and respond to them in a chat room type setting. This made for livelier class discussion.
E-Tutor: Duke’s Online
Writing Studio
Vicki Russell, Pamela Reaves and Marc Faris, University Writing Program
Duke’s Writing Studio initiated a new service this spring: the
E-Tutor. This service allows students to submit written drafts through
an online system. A tutor responds to the draft with written and audio
feedback (recorded on an iPod), both delivered electronically. The E-Tutor
is especially helpful to those whose schedules make a face-to-face appointment
difficult, who might prefer written comments, or who are living off-campus—even
studying abroad.
Spanish Service-Learning: ¿Qué? ¿Y
qué? ¿Y ahora qué?
Melissa Simmermeyer, Joan Clifford, Bonnie McManus; Romance Studies,
Spanish Language Program
Spanish Service-Learning connects the classroom with the community, and technology is a vital part of that process. Technology provides the means for students to reflect on their experiences in the community and allows an archived commentary that serves to stimulate further reflection both at the level of the individual and the class. Kolb's Model of Learning traces a cyclical relationship between active experimentation, concrete experience, reflective observation and abstract conceptualization. The use of technology (audio journals, recorded conversations, discussion board, multimedia) supports all the stages of learning outlined in this service-learning reflection model.
A Web-Based Course in Medical
Statistics for Third-Year Medical Students
Sandra Stinnett, Biostatistics & Bioinformatics, The Duke Eye
Center
The course consists of several modules or “bite-sized” snippets. “Lectures” are
delivered using PowerPoint slides with voice-over instruction that was
integrated with the slides using Captivate. For each module, the lectures
explain statistical concepts, demonstrate analyses, and provide instruction
on how to analyze data using the JMP IN software developed by SAS Institute.
In addition, the students have parallel reading in a textbook (Basic
and Clinical Biostatistics by Dawson and Trapp). The focus of this presentation
is the integration of the Powerpoint slides with voice recordings using
Captivate. MindMapper was also used for some of the graphics in the slides.
Historians in the Making
Susan Thorne, History and Thavolia Glymph, African and African American
Studies
Our poster displays our use of instructional technology in two classes:
History 304: "Preparing the Prelim Portfolio" and History 49S: "Duke and
Durham, or the Plantation in Historical Perspective." These courses target
audiences at opposite ends of the developmental spectrum. History 304 is required
of third year graduate students; it is their last class before advancing
to independent dissertation research. Students are put to work assembling
and revising their work to date in portfolios that display their knowledge
and skills to best advantage. History 49S targets first year students. We provide
the instruction in research skills and general historical background
(from late medieval Ireland to the early modern Caribbean before landing
in the 19th century South). The students are then turned loose in local
archives spread throughout the city, where they put their skills to work
uncovering the complex relationship between Duke and Durham, the city
in which they will live for the next four years.
Teams Site Presentations for
"Constructing the Crusades"
James Thrall, University Writing Program
For the Introduction to Academic Writing course "Holy Wars?: Constructing
the Crusades" in Fall 2007, students used the Teams Site feature
of Blackboard both to practice writing encyclopedia-type articles on
aspects of the Crusades, and to provide a visual element to their final
paper presentations.
iPod Use in a Graduate Nurse
Practitioner Clinical Course
Kathy Trotter, School of Nursing
The iPod was used to assist students both learn didactic material as
well as build clinical professional skills in the course: Sexual and
Reproductive Health. Distance students were able to download voice supplemented
powerpoint presentations on most all topics for this course. They also
had assignments to practice charting dictations, produce a case study
interview with a clinical expert, and their own teaching Case Presentation
which was peer reviewed. Transmission of the recorded assignments proved
to be problematic.
Using an Audio Assignment
in an Online Course: Lessons Learned
Queen Utley-Smith, School of Nursing
Thirty-four students in an online graduate nursing course (N502 Health Promotion
and Disease Prevention) were required to record and submit a 5 minute
persuasive speech to meet course objectives. The purpose of the assignment
was to develop skills in soliciting resources for health promotion programming
that is often under funded. The aim was to petition organizational bodies
(i.e., city councils, state legislators, and school boards) for assistance
and to increase public understanding and support for an aspect of Healthy
People 2010 Objectives. Although the assignment was mostly successful,
barriers were encountered when students attempted to record and upload
their speeches to the instructor.
Campus service provider posters
Arts & Sciences Instruction Support: Available Resources for A&S
Classes and Teaching Spaces
Carlisle Willard, Ph.D., Director,
Interactive Teaching Resources; Multimedia Support, Arts & Sciences Information
Science and Technology (A&SIST)
The Multimedia Support group supports the nearly 215 multimedia-equipped classroom installations, offering maintenance to the equipment, training in its use, and just-in-time support and technical assistance. Teaching spaces that lack permanently installed equipment are supported by a fleet of portable equipment.
Standard multimedia-equipped classrooms offer data, videotape, and DVD projection. Three specialized classrooms called Interactive Computer Classrooms (ICCs) provide student computer workstations equipped with specialized software for digital editing for audio, video, and graphics editing and specialized statistical and mathematical tools. These classrooms are available via an independent application process for use by A&S classes.
Using Instructional
Technology with Confidence: CIT is Here to Help
Center for Instructional Technology staff
The Center for Instructional Technology, part of the Perkins Library System, provides a variety of services to help Duke faculty and other instructors effectively include technology in their teaching. We provide consulting, grants of various types, teaching and pedagogy support, an instructional technology lab, and training on a variety of software tools and teaching methods.
Any instructor with questions about teaching or technologies to use in teaching should contact CIT. In addition to offering direct help, we can also connect you with local resources or other campus service providers. If we don't know the answer, we will try to find out. We strive to provide excellent customer service to Duke instructors.
CIT Consultants Provide Individualized Teaching Advice
Center for Instructional Technology staff
As part of its many services to Duke instructors, CIT is staffed with Academic Technology Consultants for each major discipline at Duke: Humanities, Social Sciences, Natural and Physical Sciences, and Health Sciences, as well as support specialized for language instruction. CIT consultants have expertise in instructional technology and pedagogy and enjoy helping faculty learn about and plan for technology use in teaching.
Webconferencing at
Duke Using Elluminate: Paving the Way for Use in Learning
Ben Rogers, Digital Media Solutions, OIT and Haiyan Zhou, Center for
Instructional Technology
Duke’s Office of Information Technology has made webconferencing
available to all Faculty, Staff, and Students of Duke University and
Duke University Health System. Three exemplar programs in distance education
were selected to blaze the trail for Duke’s use of this toolset
in instructional contexts.
Digital Media Solutions: An Overview
of Digital Media Infrastructure Available at Duke
Tim Poe, Digital Media Solutions, OIT
OIT’s Digital Media Solutions is a group within OIT with a focus
on the applications and infrastructure necessary for the entire Duke
community to communicate, capture, produce and distribute digital video
and audio. Our work includes research, development, maintenance, documentation,
training, outreach, consultation, collaboration, and innovation. We provide
infrastructure for students, faculty, and staff, in the areas of:
·
Streaming
·
Classroom/event capture
·
Web conferencing
·
Video conferencing
·
AV production
·
Consultation
·
Podcasting
Capture Anything: Lectopia
at Duke
Todd Stabley, Digital Media Engineer, Digital Media Solutions, OIT
Lectopia (the core component of DukeCapture) is an enterprise tool that
automates the process of scheduling, recording, and publishing classes
and events. Lectopia can capture material in audio, video, VGA, and combined
video and VGA formats and make them available as streamable or downloadable
QuickTime, WindowsMedia, RealMedia, and iPod/ iTunes U-compatible files
among other options. The publishing power of Lectopia can also be utilized
to quickly and easily stream or otherwise deliver pre-existing digital
media content, such as iPod recordings or pre-produced video. Users of
Lectopia at Duke include the Medical School, the Fuqua School of Business,
the Law School, Pratt, CRTP, the John Hope Franklin Center, the College
of Arts & Sciences, and the Dept. of Computer Science, among others.
Duke Media Services
Can Help: Production Services from Concept to Completion
Scott Wells, Manager, Studio Operations, Duke Studio, Duke Media Services
Duke Media Services, part of Duke's Event Management Department, offers
a full range of production services, both in our studio and on site on
campus and in the medical center. Services are provided on a fee for
service basis. Costs vary based on scope and complexity of each project.
These may include: project design and scripting, video/audio/multi-media
production services, post production editing, duplication and delivery
of finished product(s), including packaging. Projects range from simple
event documentation to live multi-camera video production or DVD design,
authoring and mastering. We also reformat existing projects for delivery
in other media, such as converting audio/video assets for delivery via
web streaming or podcasting.
Building a Scholarly Communications Website Around a Blog
Kevin L. Smith,
Duke University Libraries Scholarly Communications Office
This Scholarly Communication web presence is intended to help keep the Duke community informed about developments in scholarly communications, including the application of copyright law and its exceptions to teaching and research. The heart of the web site is a blog powered by WordPress, an open source blogging tool. It is regularly updated with information about developing issues, policy debates and proposed solutions. There are also more stable web pages that help users find important content easily. When new questions are posed and answered, those Q&A appear as posts and are linked to the FAQ page or another relevant part of the web site. An updated list of recommended readings, using a feed from a Connotea social bookmarking library, also helps keep users informed about developments in scholarly communications from a variety of viewpoints. Interested readers can receive new information posted to the blog using either an e-mail subscription or RSS feed.
Public Computing
Solutions from STS
Michael Faber and Ben Clark, Student Technology Services, OIT
OIT's Student Technology Services supports ePrint and various public computer labs on campus. Many of these computer labs have specialized software that can be of use for specific classes and assignments. Furthermore, faculty can reserve labs and request software for integration of technology into the learning process. STS also supports two Multimedia Project Studios; these specialized labs employ high-end Macs and industry-standard multimedia software. They are staffed by a support team of Student Multimedia Consultants who can assist drop-in patrons during staffed hours and offer one-on-one consultation in our specialized software applications.
Integrating Technology Training
into your Curriculum with STS Training
Christine L. Vucinich, Technology Training Coordinator, Student Technology
Services, OIT
The Office of Information Technology (OIT) Student Technology Services
provides a free series of technology workshops on a variety of information
technology topics. Some examples of topics include: Web site creation,
digital video production, iPod use, PowerPoint, creating charts and graphs
in Excel and preparing long documents in Word. These sessions are open
to any Duke student, staff or faculty member with a NetID.
In order to help students successfully complete class projects involving technology, we also can bring one of our sessions into the classroom at no cost to you or your students. A qualified trainer will work with you to customize the training to fit your assignment and learning outcomes.
For more information, visit the STS Training web site at: http://www.oit.duke.edu/sts/training/
Please contact us if you have any questions.