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Tell Me A (Digital) Story

Teacher as video producer? Well, yes.

Teachers starting a career, like recent KSC graduates, are expected to be competent in various technologies in the classroom.

Prof. Yi Gong

Prof. Yi Gong

Yi Gong makes sure they are by teaching them to use, among other tools, digital storytelling.

The digital stories are a combination of pictures, text and voice-narration which are output into a video format. Students create videos suited to the student’s grade level to introduce a subject such as a fractions or adjectives or money .

Prof Gong gives a one and a half hour workshop on how to use the free software Memento Express to create the video stories. Student who are initially nervous are soon excited with what they can create so easily.

“The challenge is not the technology,” says Professor Gong. “It’s creating a learning module that is focused, age-appropriate, engaging and makes good use of the medium. “ Here are the stories of four students
Allison Valenti,  Chelsea O’Brien,  Christina Collins and Sophia LaFleur

China Connections

The rich tapestry of sights, sounds, smells and experiences that is China captivated students Tom Freudenthal and Lance Whitehill during their recent visit to Shenzhen and Hong Kong with Professor Peter Temple.

Prof.  Temple was exploring possibilities for cooperative and exchange programs with 4 universities (Shenzhen University, Harbin Institute of Technology, Hong Kong Polytechnic and University of Hong Kong,) as well as internships with architectural design, engineering, and building technology firms.

Shenzhen is the Chinese city designated as “Art and Design”. From a small fishing village it has been the fastest growing city in the world since its opening in the late 1970’s. The population has doubled in the last 6 months to 14 million people. As you can imagine there are building job opportunities everywhere.

Tom and Lance stayed in a dorm at Harbin Institute of Technology in Shenzhen. This campus of Harbin offers graduate programs in both architecture and engineering. “We found that the HIT Masters of Architecture program could work as a graduate school option for KSC graduates. Although most students and faculty speak Chinese in their informal conversation, the classes, powerpoint presentations, and design critiques are all in English,” said Prof. Temple.

It was the students’ first trip outside the U.S. except for the Caribbean for Tom.  They took the opportunity to encounter every new experience they could over the week that they were there. Food was one area that fascinated them.

Durian Fruit

Durian Fruit

“The food was excellent,” said Lance. “Very spicy, nothing sweet. Not much meat.” One thing they noticed was that no cold drinks are served. If you order water you get a cup of hot water. “Our Chinese guide told us this is because they consider it unhealthy to cool down the core of your body,” said Tom.

Another big difference is that one person orders food for everyone and the food is delivered to the center of the table and all eat from the center dishes. Tom was on a mission to find a fruit that he had heard of called Durian.

They found some in a market and brought it back to the dorm room. It proved to be so odiferous that it earned a place on the balcony for the rest of their stay.

Lance became very fond of a fruit called longan or Dragon’s eyes. He also ate chicken feet.

Longon or Dragon's Eye

Longon or Dragon's Eye

While jet lag was a problem with 13 hours of flight and 24 hours travel time to get there, both Lance and Tom would recommend getting to China for a visit if you possibly can.

Prof. Temple adds, “Perhaps the most transformative experience we can provide for our students during their entire undergraduate career is to arrange for them to spend at least a semester in another culture. Many students go to Western Europe, or Australia. But the opportunity to experience a very different culture, such as in Asia, can have a much greater impact on their overall awareness and perspectives.”

Some of the student’s fine photos of places they visited are available in the KSC China trip interactive map.
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Followup: “YouTube is my Homework?!”

Post by Matthew Ragan - -

As I mentioned in the “YouTube is my Homework?!” presentation on 1/14/10,  there are tremendous resources available on the net for video. These have great potential both in and out of the classroom, but the hard part becomes finding and distributing these pieces of media. Finding something relevant can be as easy and simple as a Google search, or it may take some more time to find the piece of media that illustrates your point (or counterpoint). To help you along in the process of finding some of the good stuff, here are a few places to start the search:

NASA
http://www.nasa.gov/

National Geographic
http://video.nationalgeographic.com/video/index.html

The Internet Archive
http://www.archive.org/index.php

PBS
http://www.pbs.org/wgbh/nova/programs/index.html

The Discovery Channel
http://dsc.discovery.com/videos/

TED
http://www.ted.com/

Teacher Tube
http://www.teachertube.com/

Calculus on YouTube:
http://www.youtube.com/user/patrickJMT#g/c/58C7BA6C14FD8F48

Research Channel
http://researchchannel.org/prog/

YouTube
http://www.youtube.com/edu

The Smithsonian
http://www.smithsonianchannel.com/site/smithsonian/video/

Book Videos
Interviews with Authors
http://www.bookvideos.tv/

National Archives
http://video.google.com/nara.html

Teacher’s TV
http://www.teachers.tv/video

University of California Television
http://www.uctv.tv/

Academic Earth
Courses from Yale, Columbia, UCLA, and MIT
http://www.academicearth.org/

Video Lectures
http://videolectures.net/

Harvard at Home
http://athome.harvard.edu/

Open Courses at Yale
http://oyc.yale.edu/

Georgetown University
http://webcast.georgetown.edu/

Cornell University
http://www.cornell.edu/video/

Measuring Fair Trade

What makes a fair trade athletic shoe company better for the environment? What is certification in fair trade and when does it matter? How can a company regain control of its inventory?

Students in Tamara Stenn’s Integrated Quantitative Literacy class, Measuring Fair Trade, are answering these and other questions for real fair trade businesses.

Stenn chose the topic of fair trade based on discussions with her management students. Those students recommended fair trade as a topic that interested them. Stenn then interviewed 12 companies to see if they would be a good fit to work with students. She chose six, based on whether the company was open to suggestions and whether the managers were available to work with students.

Student teams worked with company staff to choose an issue or problem to work on.  Teams displayed their results in a website that they create using Google Sites. Some  of the companies will be linking to this student work from their own websites.

Tamara talks about the results of the student projects, both for students and the businesses.

Student Lauren Vignola’s enthusiasm for the class is obvious. She loved the project, working in a team and learning about fair trade from the inside out.

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