Project:  What?  I have to do a project?

Final Project:  Blogs and Directions in the Humanities.  I've written a bit about my experiments with blogs over the course of the past semester and also included some of my thoughts on new directions in the humanities as a result of technology changes in recent years.

Project:  Interested in applying advanced technological techniques for presenting course materials and learning experiences to students in my Humanities survey courses and in adopting appropriate technology-based pedagogical strategies for enhancing student engagement and effective, proactive learning activities.  The multimedia component is especially important in HUM, where the visual arts and music are integral subjects, along with the more text-based disciplines.

Final Project:  Using Digital Techniques to Create an Effective Distance Learning HUM Honors Course. (*.doc)  I entered this seminar with a central question: can the new generation of interactive digital programs and techniques help me to create an effective distance learning Honors course in the humanities?  Having taught more traditionally configured distance HUM courses through ELI, I wanted to take both the course content and the learning experience to the next level.  At the end of the seminar, I have discovered resources with the potential to implement an effective distance learning honors course.  By Fall I hope to have a proposal ready for both ELI and the College Honors Committee; what I have learned in this seminar will help make it credible and, I hope, persuasive

Project:  In teaching American, British and African-American literatures, I would like to explore technological strategies that will allow my students to explore the interconnectivity of reading and writing with other disciplines as well as the relevance of both in their lives and in their understanding of the world, especially through the use of the www and web2.

Final Project:  Teachers Make the Worst Patients and the Composition, Rhetoric and Literature blog.  I am beginning to see digital/online technology as sound pedagogical practice and not just bells and whistles to distract students. I am beginning to see the web as a place for mutual collaboration and interaction. In the Web environment, my students and I not only search for, evaluate, and analyze digital sources, we create them as well.

Project:  The teaching of geography requires the use of maps and pictures—in short, visual imagery--coupled with stories of people and peoples.  I would like to tap our students’ technological skills to make them more active participants in the learning process; i.e. they could provide pictures, stories, music, podcasts—all embedded in maps--to a particular theme, say the cultures of a certain region of the world, to a website that we could use as a class resource.

Final Project:  Workshop Outcomes.  I have decided to use Google Maps—a program that allows for the saving of a customized map of certain areas complete with  videos, photos, podcasts and audio files that I created. This customized Google Maps can be shown on Google Earth—an impressive 3-D viewer--and also can be shared via email with a target audience.

Project:  I spent two weeks of summer, 2007 traversing the Chinese portion of the Silk Road, from Beijing to Urumchi, and studying related cultural and historical aspects of the Silk Road. As part of this workshop, I am committed to examining some of the newer technological forms of expression to enable me to develop an interdisciplinary learning object stimulated by this China seminar.

Final Project:  Mathematical Threads (Outline version and Mindmap version)
Mathematical Threads is an online resource intended for both faculty and students.  Using Free mind, a mind mapping software, I plan to illustrate connections between various aspects of mathematics and place the concepts of mathematics in linguistic and historical contexts.  My idea is that for any given mathematical concept or technique, the viewer would be able to obtain a relatively non-technical definition and find out where the item occurs in NOVA's mathematical curriculum.  Then, the viewer could choose to follow various threads exploring linguistic, historical, and cultural aspects of this mathematics.  Even in skeletal form, this resource could be useful, and I hope to add new threats continually.
This project was originally stimulated by my participation in a professional faculty development seminar: China's Silk Road, in which I spent two weeks traveling along China's Silk Road.  The seminar focused on historical, religious, artistic, ethnographic, and other cultural aspects of China's Silk Road, and my personal quest was to find evidence of the transmission of mathematical knowledge in either direction along the Silk Road.

Project:  I would like to develop Spanish-language online materials with learning activities that enhance the listening and writing skills at the Spanish elementary and intermediate levels incorporating content-based cultural material (authentic materials as used by native speakers).  I would also like to incorporate audio, photo images and video into my web design.

Final Project:  Spanish Listening Proficiency is a learning module of Spanish online materials for developing listening competency.  The role of listening is a central and integral component of the second language learning curriculum.  Second language learners need to be trained to understand "authentic" language, as used in real-life situations, and to use the target language as native speakers use it.  The module features multi-sensory tutorials to develop listening at the intermediate, advanced, and superior levels.  The website also includes links to listening proficiency resources related to the ACTFL Proficiency Scales.  This site attempts to help develop Spanish listening competency focusing on the ability to use language functionally in real-life situations.  This emphasis on listening focuses on the effects that listening has on speaking and on the other language skills as well.  The site includes authentic texts for use, e.g., songs, reading selections, literary selections, and current events.

Project:  Since I teach all of my English and Reading courses online, I am eager to learn more about the newest forms of digital resources in the humanities and how the use of the newer technologies can promote more active student involvement in the research and writing process.

Final Project:  Project, reflecting on the fact that I have spent years now thinking about how to teach my online courses more effectively. Unfortunately, much of that thinking has been done in isolation and without as much knowledge as I would have liked. It was comforting and inspiring to work with a group of faculty who were struggling with the same issues and to learn from experts who had things to add to my knowledge. Some of the benefits were practical in terms of specific tools or websites that I could use. Some were more philosophical in terms of how to think about what I do. Most were a combination of these things, and the impact on my teaching is just beginning to surface.

Project:  I would like to develop a fresh approach to the creation of a new NVCC course, Eng 125, which would substitute for Eng 112.  I would hope to find options to incorporate the digital humanities and new technologies that allow for increased student interactivity into the traditional study of literary terms, genres and the writing process.

Final Project:  Podcasts for English Language Learners.  I will be using a podcast project for my ESL students.  As a Web 2.0 newbie, the idea of online social learning is not a part of my everyday activities, but I will be learning in this new environment along with my students.  As you can see in the Welcome Podcast, I have made my first podcast welcoming my students to this new type of learning.  I plan to continue making podcasts each time I ask them to make one.

Project:  I have been teaching Mythology online for two years, and I have learned a lot, not only about online teaching, but also about using technology as an effective teaching tool. I would like to learn more about what technologies, especially web2, are available to facilitate information sharing, creation and interaction among my students.

Final Project:  Projects. (*.doc)  As a result of my participation in the workshop, I have outlined two short term and one long term project.  In the immediate future I will be working to develop a blog for use in my mythology class and also work to adapt a digital essay assignment for use in my courses.  In the long term, I would like to work to develop a digital memory bank dealing with the Partition of India and Pakistan.

Project:  Over the years I have worked with technology designers to integrate numerous modes of interaction in my courses, including digital video, podcasting, e-mail, Blackboard discussion and a robust website, and I am committed to exploring and integrating newer technology options for learning and teaching in my humanities courses.

Final Project:  For my participation in the workshop, project I created a series of mentoring projects, including the Virtual Water Cooler, to support faculty teaching at the college and acorss the state.

Project:  I expect that the workshop will give me new ideas about using technology to incorporate into my history courses and our historic preservation program.  I would like to become more cognizant of the opportunities the web, and more recent web2 options such as blogs, make available to improve the student learning experience. The opportunity to meet with some of the cutting-edge practitioners of new technology would help me practically by helping to identify what techniques would be most appropriate for my classes.

Final Project:  Project.  In my project write-up, I've written a bit about some of the new technology options that I will be exploring in my courses in our next semester, such as wikis, student video essays (using primaryaccess.org) and interactive presentations.

Project:  I teach a number of religion courses (Both online and in the classroom), and my academic website includes materials, resources and lecture notes for these courses plus other materials to help students be more successful in any studies they may pursue.  My participation in this workshop will help me to use technology to create a more structured resource of available online materials that I can link to as teaching resources for both myself and other teachers as well as for use by students.

Final Project:  Audio-Video "Mini-Lectures"
My project involves the creation and dissemination of a series of brief audio-video "mini-lectures."  Using Audacity to record the audio narration and then importing this narration into Photo Story, adding still images and some text.  No longer is the content material merely text to be read. It is now images and narration that will appeal to a wider array of learning styles. I expect that these "mini-lectures" along with the other video resources I’ve been collecting for several years now, will help reinforce student learning through the combination of reading, hearing and visual learning styles.

Initial Project:  I have extensive experience in using the web for instructional delivery and content development, and I also teach web design. The workshop will provide me with insight into some of the newest technology applications and their use in instruction.  I am also hoping to get a better understanding of the theories underpinning these new technologies

Final Project:  Using Podcasts for Instruction.  The project is a practice in the effectiveness of using podcasts to provide individuals within the college with quick tips using various types of software.  My thoughts were that the podcasts could be used by students, faculty and staff and delivered through the colleges new relationship with iTunes University.  My hope is to find funding that would allow me to create a catalog of podcasts for various software applications that are being used by these groups.

Project:  I have taught many courses using the web as both the primary means of information distribution and as an ancillary tool, and I have used other technology options in my teaching of history and humanities courses.  As a participant in this workshop, I would like further exposure to some of the new directions of using technology and would like to work on developing new teaching tools that I can use in my classes.

Final Project:  John O'Brien Inman
I became inspired by the work of workshop presenters and made a significant alteration to the intent of my original project. Terri Whitney and Joe Modugno, Professors of English at North Shore Community College, and their "Hawthorne in Salem" project along with Martha Nell Smith, Professor of English and former director of the Maryland Institute for Technology in the Humanities at the University of Maryland and her project "Software of the Highest Order: Making MITH a Reality and Teaching with the Dickinson Electronic Archives" were the two presentations that made the greatest impact on my project. John O'Brien Inman is a second-string American artist. As his biographer, I chose to make my findings web accessible. Simple links to his web presence
and posting the results of my ongoing research will provide a start. From
there, it is my hope to use the web and it's linking capabilities to bring
focus to the greater picture of the life and work of this artist.

Project:  I have used digital technology in one form or another in all of my through Music courses, and participation in this workshop will allow me to update my technology skills and discover new technology applications for use in the music program.

Final Project:  MUS 101 Rudiments of Music -- Learning Activity Packets.  (requires Java and download of an application player; also password protected). 
In my experience the challenge of presenting a distance course offering is engaging a student through dynamic and stimulating course content while ensuring the work is being completed timely, accurately, and in its entirety. In addition, quantifying the effectiveness of the materials with student success has proven to be difficult.  The presentation's in this seminar have leveraged proven technologies that will support dynamic and engaging content, but the challenge of ensuring the course content is effective while maximizing student potential is still an unknown. In an effort to remove this uncertainty I have decided in addition to leveraging the technologies we have discussed to also leverage a course offering framework produced by Ghost Shirt Solutions.  See my discussion.