Professor Kuriyama has used podcast (audio recording) and video assignments in his General Education and History of Science courses for several years. Students weave together images, video, and the spoken word to make compelling arguments.

Professor Heller worked with PITFs to adapt a set of wave tank simulations to use in his Physics course.

Carole Bergin used several technologies to support key language teaching techniques, including:

• Discussion boards with native French speakers
• Video blogs where students practice their speaking while reflecting on their community outreach activities
• Podcast pronunciation exercises that students can use on their iPods or other mobile devices

See what other technologies are used in teaching,...

Professor King assigned lecture videos as a pre-class assignment to introduce students to course material, freeing up class time to delve deeper into challenging topics. Students could pose questions or make comments on the videos prior to class in order to guide class discussion.

The goal for this project was to use EconVision, a web-based tool for classroom experiments, to develop interactive instructional materials for courses on political and economic decision-making. These materials would enable students to actively play the theoretical models that they were learning about and to discuss and explore the data that they created. In addition, statistical code would analyze the output of the games.

ATG staff developed 10 modules, each covering a unique concept, and a 250+ page manual on active learning and strategic interaction. The modules...

In African and African American Studies 174: The African City, students engaged with historic and present-day cities in Africa by examining architecture, city planning, spatial framing, popular culture, and art markets.

The course website was intended to:

• Provide students with a venue to continue lecture and section discussions after leaving the classroom
• Allow students to create a multimedia response project instead of (or as a complement to) traditional written responses and papers
• Include a multimedia repository of videos and maps that enhances...

In Spring 2011, a new laboratory component of Physics 15a (Introductory Mechanics and Relativity), 15b (Introductory Electromagnetism), and 15c (Wave Phenomena) was begun under the name “Principles of Scientific Inquiry” (PSI). A three-semester sequence on the methodology of experimentation and modeling, PSI exemplified the cyclic process of scientific inquiry.

The goal for this project was to provide students with a unified laboratory experience in PSI. The end result would be a central source from which all of the course documents would be distributed, and to which faculty and...

Dr. Kit’s History Lab was created as an online resource center for students working on digital scholarship projects for Dr. Tomoko Kitagawa’s fall 2011 courses (Japanese History 146: Kyoto; and East Asian Studies 131: Math and History in East Asia). Students used this website to find campus resources, see example videos, and follow step-by-step guides for creating the media elements of their projects. Not only did students get a better sense of project expectations and how to achieve high-quality work, but they also felt less intimidated by the new technology...

Government 1372: Political Psychology investigated the psychological mechanisms behind political behaviors and institutions. From voting and campaigns to political violence and racial attitudes, Professor Ryan Enos not only asked what happened, but also examined how human psychology made it happen. The discussion was not an abstract one; Professor Enos used in-class polling to measure students’ attitudes on the course topics.

Professor Enos had been relying on a combination of digital Poll Everywhere surveys and paper surveys for his in-class polls, so...

In Professor Richardson’s course, History of Science 139: The Post-Genomic Moment, students collaborated to develop a rich historical timeline.
 

The goal for ATG staff for the “China: Traditions and Transformations” iSite was to help students sort, classify, and visualize important events in Chinese history and learn some basic vocabulary pertaining to Chinese history.

ATG staff created an interactive syllabus and audio-rich pronunciation guide, and migrated a previous timeline of Chinese history to a timemap on the course iSite. The interactive timemap puts events discussed in the course in chronological and geographic perspective, enabling students to commit milestones to memory much more quickly. The pronunciation guide...

Culture and Belief 51: Making the Middle Ages focused on the cultural and historical context of five objects (e.g., things, texts, and manuscripts) that students unpack through lectures and projects. The course offered students “a great adventure into the unknown”—an opportunity to unlock their own talents while exploring the cultures and beliefs of medieval Europe.

The goals in Professor Daniel Smail’s PITF proposal for this course included:

• Preparing a photo-sharing program that Professor Smail could access easily in class
• ...

Modern Hebrew

Irit Aharony’s Modern Hebrew course was offered in the fall of 2012. The iBook for this course was a grammar textbook that took advantage of a number of web-based grammar widgets developed for the course. Hebrew provides an additional challenge because it is written right to left and Hebrew grammar books include niqqud (diacritic marks representing vowels), which are mostly absent in modern Hebrew orthography, but are extremely useful for language learners.... Read more about eBooks Pilot: Modern Hebrew and Medieval Latin