11th Annual FITS Summer Workshop - Project Proposals
(projects are displayed randomly)
View 2008 project proposals...
| Tim Good: Communication and Theater |
| Theater Research and Resources Webpage |
| Create a webpage for Theater performance classes as a resource for students to supplement class lessons. The students need to be able to see examples of exercises and activities to be sure that they are practicing correctly. For example, consonant formation and resonance are covered during a class meeting, but then the students need reinforcement of the lesson in between class meetings in order to progress in a timely fashion. This would be effective for Acting classes, Voice and Movement, Performance Studies, and Directing, at the very least. I need to be able to take video of myself and others as demonstrators, and organize the instructional videos on the website so that they are easily accessible and useful for the students. The video is just one example of the possible resources that could be made available for students in a fashion that is focused on a particular course and on specific assignments and expectations. Other possible resources are: bibliographies, detailed exercise descriptions, other websites with examples and resources, consonant marking examples, character and play analysis instructions and examples. The website would augment Moodle applications, as many of these study aids would be useful across several different courses. I want to begin using this work right away this coming fall. |
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| Michele Villinski: Economics |
| Getting up to speed in Moodle |
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| Raymonda Burgman: Economics and Management |
| Enhanced Discussion Methods: Podcasting, Tweets, and Wikis |
| Use podcasts, tweets, and/or wikis to facilitate student learning of economics as a language and vehicle for social change. When studying the economics of individual taxation, it is difficult to remove notions of fairness and social responsibility. To some extent, this pervades economics and feels like a battle between the quick and the righteous. The quagmire between equity and efficiency also intrinsically confounds some students. Using sound and rich pedagogy infused with technology, can I enhance the experience had by all students? This project will allow me to enliven discussion both inside and outside the classroom. I will teach students how to use and/or create podcasts, tweets, and/or wikis, which inform others about economic issues such an environmental terrorism, factory and corporate sweatshops, sustainable supply chains, child soldiers and genocide, and etc. According to Meyers and Jones (1993), “active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject.” (Instruction at FSU: A Guide to Teaching and Learning Practices) I believe social networking can be used in active learning. Therefore, I plan to test their efficacy in a fall 2009 first year seminar with a plan to expand their use into other economics courses. |
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| Jeff Hansen: Chemistry and Biochemistry |
| Java, Javascript, and SVG for web applications in organic chemistry |
| In the past I have developed web applications for my organic chemistry courses using
Macromedia Director for authoring and the Shockwave plug-in for viewing on a web page. I
want to migrate these apps to more current web technology and in the process augment the
capabilities of these applications. I also want to add one additional web app. The
applications I have in mind will take advantage of an existing java applet called Jmol, use
data from that applet to create a graph using SVG, and facilitate communication between the
applet and the SVG graph using Javascript. |
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| Hiroko Chiba: ML |
| Contexualized exercises for learning Japanese using Tablet PC |
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(Project 1)
I would like to make reading exercises which can provide more information than possible on a regular sheet of paper. Reading exercises are crucial for language learners, especially at the advanced level, to build up vocabulary and learn new sentence structures. The traditional method of using a sheet of paper only presents the configuration of the reading passage without the audio component. The readers would often have to “imagine” how the passage would sound while they read. It would be more beneficial for the students if they could have access to these pieces of information when needed. I would like to create a reading exercise that provides the learners with both visual and aural information as well as speaking and writing responses to the passage using a Tablet PC. Each exercise will be a multi-faceted reading experience which consists of reading a passage with new vocabulary and Kanji highlighted with the audio component of the passage, questions on the passage in both writing and hearing and responses to the questions in spoken or written mode.
(Project 2)
I would to like to create “contexts” to teach Japanese honorifics, using manga(comics)-style format on Tablet PC. The system of honorifics is often the last hurdle in learning Japanese. The linguistic formation of honorifics is somewhat complicated. The appropriate use of honorifics, both respectful and humble forms, requires quick discernment of the relations between or among people involved in the discourse, which stem from how Japanese society sees hierarchy of social status, the concept of “insider” and “outsider,” and individual politeness. The best way to learn this social/linguistic system is to practice honorifics in various situations. Since it is difficult for students to imagine how the dynamics work in each situation, the manga-style strip can provide students with practice of honorifics in a visually contextualized fashion. The students will be forced to make a judgment on what level of honorifics should be used in the conversation, looking at the characters in the manga. Each exercise will consist of 4-cell manga in which each character has a “bubble” for his or her line and make a short story throughout the strip. Students write in the lines with the pen and record the conversation on Tablet PC. This exercise can be used for pair-work, individual practice, class activity and homework assignments. This teaching technique can be applied to the study of other linguistic materials in context at any level.
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| Keith Tonne: Music |
| Using video in the studio/classroom |
| I would like to learn to use and process audeo files and videos more efficiently for use in the studio and classroom. |
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| Kelsey Kauffman: University studies |
| Websites |
| I would like to continue working on various websites created in collaboration with my students (drug free zones, innocence project, history of the Indiana Women's Prison, environmental policy) |
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| Dave Guinee: Classical Studies |
| Digital Imagery for Mythology Courses |
| I'd like to get better about incorporating images and video into my teaching in mythology courses (and this could obviously work well with most of the other classes I teach). In particular I'd be interested in the following:
~~~ Better training with image editing software such as photoshop or other, lower-cost alternatives, to be able to optimize images for display via the web and in presentation software and to be able to isolate particular elements. (I'd also really just like to learn how to do image editing in general, but that's probably a lot more than I practically need.)
~~~ Learning how to make effective use of either Luna (which I've never had any experience with before) and ArtStor to present images of vase paintings and other artifacts in myth sessions. How do I combine images from multiple sources into one presentation?
~~~ Using handbrake or something else to capture video. I've realized that it would be much better to be able to display small segments of Greek tragedies in class than use up entire class periods watching entire performances. It would be great to be able to convert a 3-minute scene, show it in class, and have it available on Moodle.
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