In summer of 2011, Library & Information Technology, through the support of the Office of the Provost, invited faculty to submit course development proposals that seek to use technology creatively and effectively in the design or redesign of a Bucknell course. Library and IT is committed to supporting faculty development of a range of projects that integrated inquiry, pedagogy, and technology. Three summer stipends were awarded to faculty on creating or redesigning a course which utilizes interactive technologies to engage students in discipline based processes. A reception will be held in the Traditional Reading Room on Tuesday, February 7, 2012 from 4:30 - 6pm.
Pre-and Early Cinema examines the cultural, economic, industrial, and social forces that came together to invent "the movies". While the course focuses largely on the visual screen practices of the 19th century, the class is particularly interested in how understanding the patterns of cinema's invention may help us understand how contemporary media technologies shape and are shaped by social forces. Better integrating classroom technologies can help overcome three major challenges that exist for teaching pre-and early cinema. First, most early cinema (over 85%) is lost. Thus, there is a need to collect and organize surviving early films. Second, pre-cinema materials is difficult to access except as still images or drawings. For students to understand the sophistication and intricacy of pre-cinematic materials it is important for them to see them in motion. Third, pre-cinema scholarship poorly depicts the technologies responsible for recording and projecting images. It is helpful for students to see the mechanical and optical devices in motion rather than as still images or textual description. I'm proposing to create an online collection of pre-and early cinema visual and moving image materials that could redress the above challenges by digitizing and streaming early cinema films and by filming original objects in the David Francis Pre-Cinema Collection.
A group of faculty interested in cultivating interactive, problem-based, and design based instruction convened to explore the possibilities that the iPad offers to enhance these modes of instruction. To accomplish this, we held a series of community-building workshops in which we collaboratively developed learning outcomes, explored how iPads might contribute to those outcomes, and finally developed classroom applications for this technology. iPads offer a number of possibilities for enhancing classroom instruction: iPad as an enhanced replacement for the whiteboard as a brainstorm space for faculty & students; iPad as an enabler of novel project documentation (short explanatory movies, whiteboard capture); iPad as a rapidly deployable computation platform for in-class simulations or retrieval of information and data; iPad as an instant article/reading/laboratory procedure dissemination tool; and many others.
Management 101 introduces students to the behavioral study of organizing and managing through a collaborative semester-long experience in which students create and manage multi-project organizations. Together they decide their organizational mission, develop strategies and policies, design and staff their organizations, plan their operations, develop control systems, implement their service and business projects, and publicly report on their plans, accomplishments, and actions. This course provides students with a foundation for critical thinking about organization and management theory as well as competent action as practicing managers. The course is a service learning course, as well as a writing intensive course, employing experiential learning and storytelling as the main pedagogical devises that reinforce the course's "perform, reflect and redesign" learning cycles. Our proposal evolved over time to include a course Moodle site, individual company websites, individual company 'intranets' through Moodle, as well as video training and documentation. The course Moodle site helped streamline this team taught course and centralize course information, in addition to reducing printing costs and waste. The company websites are far easier for students to manage on Google than on Netspace, where they were housed in the past. The company intranet centralizes communications between class members and stores interactions and documents over time. And the video trainings will improve company performances and help us catalog course activities over time. All of these components can be archived, and can be incorporated into assessment of student learning goals in the School of Management.
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