Course: WGST007 – Gender and Genius
Overview: During the course students are required to complete two wiki assignments. The first assignment is intended as a “scaffolding” assignment and isn’t graded, the second assignment is a group-based activity completed towards the end of the term. The following provides an overview of the assignments.
- Syllabus Wiki – Instructor provided students with a pdf of the course syllabus draft sprinkled with some slightly obscure vocabulary (eg “generative”) in the assignments. As a group the students were required to transform the text into a format appropriate for the online environment: use appropriate images, motion, sound, hyperlinks, color and text, within a design that fosters generative processing. The class will used the wiki throughout the term – discussing areas of improvement, how as a class it should be evaluated (in terms of content, coherence, creativity, design and group process).
- Workshop Wiki – Towards the end of the term students were divided into wikigroups based on research interests for individual final projects. Each group built a Workshop wiki that communicates the central questions and ideas of its members’ research projects in a way that fosters generative processing.
Tools: Blackboard, Learning Objects Wiki Tool, Word, Snagit
Faculty: Renee Bergland
Instructional Designer: JoAnn Gonzalez-Major
Instructor: Rich Kremer, History
Project: Quick Start Program
I propose to create voice-over PowerPoint lectures to supply two lectures while traveling abroad in Spring 2009. These presentations will be placed in Blackboard, with discussion board used for questions and feedback to ensure that students view the lectures when scheduled on the course syllabus. Other uses of the tool for teaching will be explored.
The project will include written feedback on process of creating the voice over lectures and utilizing this methodology for teaching. I propose to ask students in the Blackboard discussion Board (or survey tool) what they think about the voice-over lectures.
Instructor: Professor Sharon McDonnell, M.D., M.P.H., Associate Professor of Community and Family Medicine, Dartmouth Medical School
Project: ECS 153 and 154 (Social and Behavioral Determinants of Health), required classes for the Masters of Public Health (MPH) graduate program at The Dartmouth Institute for Health Care Policy and Clinical Practice (TDI), are being extensively redesigned. Our curricular goals are to (1) facilitate experiential learning with a more creative and personalized approach, and (2) to create a more interactive, multimedia-teaching environment that will include virtual or on-line learning options to reduce the time students are passively sitting in classrooms. By utilizing video and multimedia technology, as well as digital story-telling techniques, we aim to create a more interactive, student driven and created learning experience and explore creative and compelling methods of public health communication.
Instructor: Jonathan Chipman, Departments of Geography and Earth Sciences
Project: The primary obstacles to wider adoption of geographic information systems (GIS) and spatial analysis within the curriculum include limited knowledge of and experience with this technology on the part of instructors; few good models or examples of the use of GIS in the curriculum, outside of geography courses; inherent complexity of the technology. This project is designed to address these obstacles and to help expand the use of spatial information in courses across the College. First, it will enable multiple faculty members to address specific educational goals through the development of course-specific GIS-based activities. Second, it will be broadly applicable, including courses in the sciences, social sciences, and humanities. Third, it will provide several innovative models to demonstrate the applicability of GIS and spatial analysis in different types of courses across campus. The courses for the coming year include: GEOG 1 and GEOG 59 (Fall 2008), EARS 63 (Spring 2009).
Instructor: Aden Evens, English
Overview: This project attempts to leverage student expertise to explore creative gaming. The project calls upon students to propose experiments, to be conducted by the class, as a way of exposing the creative limits of digital gaming and possibly also expanding those limits. Funds will be used to implement these experiments, which may involve the purchase of software, memberships, materials, electronic resources, or other supplies or services essential to the experiments. Typically, an experiment in digital gaming might involve the purchase of multiple copies of a multi-player game along with multiple subscriptions (or accounts) on the game’s servers. But as the aim of this project is to take advantage of student expertise, there are no presuppositions as to what shape the experiments will take, and they might involve relatively obscure technologies (for example, a special input device), travel (to the corporate headquarters of a game development firm), contracting (of programmers or a viral marketing firm), etc.