Wikipedia
Students Authoring Research-Based Wikipedia Pages for HIST459
In the Spring 2010 semester, Professor Noor Khan, working with a CEL team members Clarence Maybee from the Libraries and Dave Baird from ITS, developed a method involving establishing objectives, an assessment rubric, and research methodology to challenge her senior seminar students to improve sections of Wikipedia as part of her History 459 course on Modern Middle East History. Course requirements also included active participation in class discussions, oral presentations, and a lengthy traditional research paper. http://youtu.be/kydWpRChIMM
iPad/Tablet
Using the iPad in the Classroom: Splashtop Whiteboard
Professor Alicia Simmons wanders around her classroom while controlling the PowerPoint presentation on the room computer and annotating key slides to further explain important points to her students. http://youtu.be/6xZ5n7RVC2M
Using the iPad in the Classroom: Wireless Music Player
Professor Michael Coyle walks into his classroom and with a swipe and a tap begins playing music for his students. http://youtu.be/rszSNc7py9A
iPad Summer Extended Study Project
In Fall 2012 Rebecca Ammerman worked with a CEL team composed of librarian Debbie Krahmer and technologist Sarah Kunze to prepare students in her CL251 optional extended study course on Material Culture in Ancient Greece to use iPads in their travels through Greece in Summer 2012
In-Class Personal Response System
Using Clickers to Engage Students in the Classroom
Colgate University Psychology Professor Doug Johnson discusses how he is using clicker technology to improve student engagement, generate classroom discussion, and give a voice to an otherwise quiet or shy student in the classroom. http://youtu.be/SKMSvxqa1OM
Video
Adding English Supertitles and Russian Subtitles to YouTube videos
Funded by an ITS innovation grant in Spring 2008 and supported by ITS Manager of Digital Media Ray Nardelli, Assoc. Professor of Russian Ian Helfant worked with students to download and add supertitles/subtitles to more than 20 Russian language YouTube clips using Final Cut Pro. The edited material was then uploaded back to YouTube and made available to the public. The selections included music videos, advertisements, political and military recruitment propaganda, and movie trailers: http://www.youtube.com/user/ihelfantt
Students, Elders Build Digital Stories and Relationships
In Spring 2010, students taking the Sociology of Age, Aging, and the Lifecourse class are paired with an elder and tasked with creating a digital story about that person working with CEL members – Librarian Charlotte Droll and ITS’ Ray Nardelli. The students in sociology professor Meika Loe’s course, though, learned as much about themselves as their partners, discovering what “it” is that can define a person’s life and give it real meaning.
Geotagging and Video Narrative
In the Spring of 2010, John Crespi, Luce Associate Professor of Chinese, expanded his CHIN228 Extended Study course “The Chinese City” to include geotagging as well as a video narrative. Professor Crespi worked with CEL members to develop of series of workshop class sessions in order to prepare his students to be self-sufficient technology users while abroad, as well as to integrate multimedia into the regular class assignments as they built their skills.
Creating Colgate History Documentary Videos by Researching Primary Resources
In Spring 2011, led by Professors Rob Nemes and Alan Cooper working with CEL members and Sarah Keen, Head of Special Collections and University Archivist, students in two sections of History Workshop (HIST 200) created documentary videos presenting 3-minute histories explaining people and events from Colgate’s past. Topics included the controversy surrounding President Cutten, the student-led push to build Dana Center for the Arts, student protests to save the Old Biology building (current day Hascal Hall), as well as many other topics.
Video Narratives in Environmental Studies 390
Disseminating the results of local research to a global audience was the motivation for students to prepare video narratives about Colgate campus sustainability projects in this CEL project in Fall 2011. In addition to writing an extensive report, students in Professor April Baptiste’s ENST 390 Community-Based Study of Environmental Issues identified a focus that could be effectively communicated in that medium and to a campus and global audience. Students created brief (3-5 minutes) narratives that summarized the issue and laid out their recommendations. [Look for “Student Research, Fall 2011” to watch the videos]
Research-Based Podcasting Projects
Peace and Conflict Studies course on Marginalized Conflicts
In Fall 2008, the first CEL team project for a Peace and Conflict Studies course on Marginalized Conflicts involved Professor Tyrell Haberkorn working with Clarence Maybee, Information Literacy Librarian, and Ray Nadelli, ITS Manager of Digital Media, to assign students to do research on a conflict of their choice and put their resulting thoughts on MP3 audio files. The end result of this collaborative project was 31 episodes of the Marginalized Conflict Podcast Series, which are available in iTunes. [Read More]. Since the projects were available in iTunes to the world, their parents, and their friends, they did more research and worked harder on the their projects than if they had simply been writing a research paper for an audience of one – their professor.
Basics of Bioethics
In Spring 2010, Suzanne Holland, NEH Professor of the Humanities, wanted her Basics of Bioethics students to contribute their undergraduate perspectives on the timely issue of health care reform to a broad audience and to engage in collective inquiry with at least one other classmate. Therefore, with the support of CEL members Charlotte Droll from the Libraries and Ray Nardelli from ITS, she asked her students to, together with a partner, identify an aspect of their own choosing, and prepare one segment of a podcast series that was hosted in iTunes and is available to the general public.
Social Movements for Education
Also in Spring 2010, Nisha Thapliyal, Assistant Professor of Educational Studies, sought the support of CEL members – Ray Nardelli from ITS and Clarence Maybee and Debbie Krahmer both from the Libraries – to assign her students to each produce one segment of a podcast series that was hosted in iTunes or her Social Movements for Education course.
Craft of Anthropologic Inquiry
Emilio Spadola, Assistant Professor of Anthropology, wanted his Craft of Anthropologic Inquiry students to become more aware of the responsibility involved when representing other people as they took their initial steps in learning about anthropological research methods. Using National Public Radio (NPR)’s This American Life series as a model, the students used hand-held recorders to collect interview material and learned to use GarageBand editing software to create digital stories that conveyed their analysis of a particular issue using firsthand accounts.
Web Publishing
Education Department uses Google Sites to setup electronic portfolios
For the past 5 years, the Education department has been documenting student work using digital portfolios. All student teachers at Colgate, both undergrads and MAT’s (Masters’ Arts and Teaching students) create an extensive WEB-based portfolio documenting both their student teaching experience and their preparation for that experience. http://youtu.be/Y5PvO6-ZhG4
Research-Based Annotation Project in the English Classroom using Google Sites
in Spring 2011, Assistant Professor of English John Connor wanted his students to compile a scholarly apparatus for understanding a very dense novel in his Contemporary British Fiction class. With the help of CEL, John developed a Google Site for the class. Students were assigned to identify one obscure reference each class period, research that reference, and then write up an annotation on the Google Site to help other students navigate through the text. The entire class participated, writing up short explanations of arcane references, adding in video or images where appropriate, and connecting it to other references or explaining its importance to the novel. http://youtu.be/9FB6HxJLDTM
Students build web pages with Google Sites
In the course, CORE 116S Critical Analysis of Health Issues: AIDS, professor Jun Yoshino, asks his students to examine their perceptions about AIDS by collecting and analyzing articles from their local newspapers, after obtaining the demographic breakdown of the AIDS cases in their hometowns. Using a password protected, private Google Site, the students develop public policy statements for the prevention and treatment of AIDS in their hometowns.
http://youtu.be/CKaW6TBXcpA
Posters
Creating Science Posters for an Alternate Audience
Prof Jonathan Levine approached CEL in the summer of 2011 with yet another interesting twist on the standard poster project. Following a colleague’s suggestion he wanted his Fall 2011 FSEM121, “The Air Up There,” students to create academic posters for a session attended by Hamilton High School earth science students. This non-traditional class audience changed the role of the student presenters, making them more of the expert for their topic, and served to expand the nature and range of the questions they were asked.
Actual and Virtual Academic Research Posters
Growing in use, many faculty assign research posters to their students which employ standard research methodology with principles of visual literacy and use of a presentation application such as PowerPoint. The results are academic posters that are presented to each class in paper or projected virtually to share ideas and for group assessment. A variety of support approaches are utilized including participation of Jesse Henderson, Visual Resources Curator in Art & Art History, CEL teams, librarians only, and technologists only.
Web Video Conferencing
Virtual Office Hours
Professor Adam Burnett uses WebEx to conference with his student one night a week from his home. http://youtu.be/fbdBP2dfwQg
Virtual Visitors in the Classroom
Professor Mary Moran talks about how she brings guests into her classroom via Skype.
http://youtu.be/e1oqpOGsW2Y
Conducting Virtual Interviews with Job Candidates
Professor Bob McVaugh describes how the Art & Art History department used Skype to conduct remote interviews with professor candidates, thereby also saving thousands of dollars.
http://youtu.be/rXjeUb7PAkQ
Productivity
Using Google Forms to Collect Student Information
Gather and Organize Data from Students – through the use of Google Forms, you can create a custom questionnaire that is published on the web. Anyone with the link can complete the form and the data is automatically organized into a spreadsheet. Economics Professor Nicole Simpson will describe how she gathered data for her courses. http://youtu.be/u-gCC5IOMPw
Grading Papers Electronically
Professor Ian Helfant of the Russian department asks his students to submit their written assignments electronically. He then converts the submitted files into PDF documents and marks them up using Adobe Acrobat Professional’s “comments” functionality, and returns the graded papers to the students without using a scrap of paper, while also maintaining complete records to aid in writing student recommendations down the road.
Concept Mapping
Research-Based Concept-mapping for two sections of Core 152 “Challenges of Modernity.”
In this Spring 2011 CEL project, concept-mapping software was used by Monika Burczyk working with librarian Charlotte Droll and technologists Ray Nardelli and Sarah Kunze in Core 152 to assess the students’ learning and their ability to make connections in a course that ranged widely in its subject matter. After conducting research on a wide range of topics, students used concept mapping software to created a project composed of embedded text, images, sound and video clips to represent and enrich their points; students also explored issues surrounding the appropriate use of others’ creations and became aware of media materials available for common public use. One of the benefits the instructor discovered was that the students were writing much better papers after they had created their concept maps.