Liliana Paredes, Romance Studies

The Spanish language program at the elementary and intermediate levels follows a task based approach to teaching (TBLT) and learning a second language.  One of the fundamentals for an effective second language acquisition class based on the TBLT approach is collaborative work and interaction of students. Peer work and group work is not only required, but is the basis for the onset of the acquisition process. However, neither students nor new instructors are completely sure of how to face the many challenges of group work.
The use of flip cameras in graduate student teacher training is meta-methodological in that it helps us reflect on our understanding of group work and its implications within the TBLT approach. Graduate students were recorded with the flip camera while doing group work for the methods class. Then, we used these recording to discuss the implementation of group work successfully to accomplish the task assigned to each group. Upon this reflection, graduate student instructors adjusted their expectations and understanding of collaborative work and group interaction. Ultimately, graduate student instructors associate second language acquisition principles with the approach used in the Spanish program.

Center for Instructional Technology
Library Instruction and Outreach

Ask CIT and library staff any question, or ask for demonstrations.  We are waiting to talk to you!  Possible topics include the Blackboard upgrade, copyright, Library Guides, library instruction for students, making grading easier, redesigning your course, getting started with blogs and using Blackboard effectively.

Leonard White, Duke Institute for Brain Sciences

Many of our learners hold in their hands extraordinarily powerful learning platforms. Although initially conceived as entertainment and communication devices, hand-held digital technology provides learners with mobile, real-time access to a world of information. How can such devices be configured to provide a rich learning environment with both durable and digital resources in hand? How can educators maximize the impact of hand-held technology to facilitate discovery? Can these goals be accomplished without undermining important pedagogical values, such as autonomy, responsibility and community? What is the significance of mobile learning? This session will focus on the experience of one faculty’s efforts to keep pace with the dynamic learning strategies that characterize our educational environment. Participants will discuss these and other important questions that surround the use of hand-held technology as vehicles for mobile learning. Disclaimer: the speaker will showcase Sylvius MR Atlas of the Human Brain (Modality, Inc.), which is an “app” for Apple’s iPhone and iPod-touch devices co-authored by the speaker (visit iTune’s App Store and search “Sylvius”). A brief tour of Sylvius MR will provide the means for raising questions and engaging in discussion aimed at understanding how hand-held platforms for mobile learning are revolutionizing the digital learning environment.

John Biewen,  Documentary Studies

I’ll describe and demonstrate how we use iTunes U as a mechanism for students to have their documentary work heard by an audience beyond the class and the campus.

Laura Florand and Anne O’Neil-Henry, Romance Studies

In a multi-section fourth-semester language course thematically centered around film, students produced both short and long creative videos in order to build language skills and enhance understanding of writing, cinematography and important French film-makers. During the first half of the semester, students worked individually to create one-minute videos that integrated with their written work and invited reflection on films and techniques studied, while challenging language skills in a creative way. They interacted with each other’s work via wikis and VoiceThread. Then, over a period of three weeks during the second half of the semester, students collaborated in groups to write, produce, and act in a longer scene that engaged creatively with the films and texts studied during the course.

Susan Wynn,  Program in Education

Today’s students create, consume, and share information using an array of technologies. This is true for both university students and students in K-12 schools. Undergraduate and graduate students in the teaching licensure program explored a variety of ways to integrate technology into instruction. This session specifically focuses on storytelling through the use of digital video editing software. Users can synchronize images and sound and add special effects with iMovie. I will share the process for getting started with digital storytelling, showcase some sample stories students created, and provide some resources for those interested in further exploring this technology.