The Duke iPod ProjectThe Duke iPod Project

Marilyn M. Lombardi, Senior StrategistMarilyn M. Lombardi, Senior StrategistDuke UniversityDuke University

Copyright Marilyn M. Lombardi, 2006. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

OverviewOverviewThe Duke iPod InitiativeThe Duke iPod Initiative

What was the Duke iPod First-Year What was the Duke iPod First-Year Experience, 2004-2005?Experience, 2004-2005?

How did instructors use iPods?How did instructors use iPods? What lessons did we learn?What lessons did we learn? Where next?Where next?

– The Duke Digital InitiativeThe Duke Digital Initiative

iPod First-Year Experience:iPod First-Year Experience:How did we do it?How did we do it? Total cost budgeted at $500,000Total cost budgeted at $500,000 New Hire: “Academic Multimedia Computing New Hire: “Academic Multimedia Computing

Specialist”Specialist” Internal grant funding to support 27 faculty course Internal grant funding to support 27 faculty course

projectsprojects Purchase of approximately 1, 875 iPod devicesPurchase of approximately 1, 875 iPod devices

– Each First-Year Student got an iPod Each First-Year Student got an iPod 225 iPods kept in Faculty Loaner Pool225 iPods kept in Faculty Loaner Pool Belkin Corp. donated microphone adaptersBelkin Corp. donated microphone adapters

Pre-Launch ActivitiesPre-Launch Activities

Focused on wide availability to Focused on wide availability to encourage explorationencourage exploration

Pre-loaded Duke iPods with Pre-loaded Duke iPods with educational audio content at educational audio content at factoryfactory

Developed Duke Page on Developed Duke Page on iTunes StoreiTunes Store

– Students received 10 free Students received 10 free audio tracks from storeaudio tracks from store

Set up content storage serverSet up content storage server Created project archive site: Created project archive site:

http://www.duke.edu/http://www.duke.edu/ddi/ipodfye.htmlddi/ipodfye.html

Fall 2004: Distribution to First-Fall 2004: Distribution to First-YearsYears

8/19/04: 8/19/04: Distributed 20 GB iPods to Distributed 20 GB iPods to all Duke first-year students, along all Duke first-year students, along with Belkin voice recorders and 10 with Belkin voice recorders and 10 free iTunes.free iTunes.

2004-05 Academic iPod2004-05 Academic iPod Projects Projects

EconomicsEconomics EducationEducation EngineeringEngineering German LiteratureGerman Literature Environmental StudiesEnvironmental Studies Foreign LanguagesForeign Languages

– Spanish, Turkish, ChineseSpanish, Turkish, Chinese ISISISIS MusicMusic WritingWriting Asian/African Language & Asian/African Language &

LiteratureLiterature

Cultural AnthropologyCultural Anthropology EnglishEnglish Public PolicyPublic Policy ReligionReligion Theater StudiesTheater Studies

Non-course academic useNon-course academic use Perkins & Divinity LibrariesPerkins & Divinity Libraries University Writing Program University Writing Program

FellowsFellows

Instructors use iPods to …Instructors use iPods to …

Reinforce Course Content in Lecture ClassesReinforce Course Content in Lecture Classes Improve In-Class DiscussionImprove In-Class Discussion Make Rich Course Content Accessible Make Rich Course Content Accessible

Anywhere, AnytimeAnywhere, Anytime Increase Student Engagement through Increase Student Engagement through

Collaborative, Project-Based LearningCollaborative, Project-Based Learning Offer Opportunities to Practice and Demonstrate Offer Opportunities to Practice and Demonstrate

ProficiencyProficiency

1. Reinforcing Course Content1. Reinforcing Course Content

Recording LecturesRecording Lectures

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are needed to see this picture.Professor Leachman doesn’t post her lecture audio (with accompanying graphs and diagrams) on the course’s Web site until a week before the exam to discourage students from skipping class.

Freshman Jun Wu uses his iPod to make his own recording of the lecture, as do over half his classmates.

2. Improving In-Class Discussion2. Improving In-Class Discussion

Recording Guest Lectures, Audio Recording Guest Lectures, Audio Field Notes and InterviewsField Notes and Interviews

Professor Richard LucicProfessor Richard Lucic’s’s uses his iPod to record the uses his iPod to record the frequent guest lecturers for frequent guest lecturers for his course on information his course on information technology …technology …

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… while students in Professor Sally Schauman’s course, “Living Downstream,” record audio field notes and interview local residents to study how American communities address water problems, such as flooding, shortages, declining aquatic species and degrading water quality.

3. Delivering Rich Course 3. Delivering Rich Course Content Anywhere, AnytimeContent Anywhere, Anytime

Portable Radio Programming Portable Radio Programming

In fall 2005, Duke University In fall 2005, Duke University and and Public Radio InternationalPublic Radio International (PRI) formed a (PRI) formed a partnershippartnership to to provide public radio programs provide public radio programs as digital audio files for use in as digital audio files for use in Duke courses. Duke Public Duke courses. Duke Public Policy Professor Kenneth Policy Professor Kenneth Rogerson used reports from Rogerson used reports from "The World," last semester in "The World," last semester in his "Newspaper Journalism" his "Newspaper Journalism" course.course.

4. Increasing Collaboration and 4. Increasing Collaboration and EngagementEngagement

Radio Theater of the MindRadio Theater of the Mind

In Professor Foster’s Theater Studies In Professor Foster’s Theater Studies course, course, students listen on their iPodsstudents listen on their iPods to old to old time radio shows recorded in the 1920’s …time radio shows recorded in the 1920’s …

… then do their own productions of the shows and podcast them on The MP3eater Project website.

Memory as Collective PracticeMemory as Collective Practice

Student Rita Baumgartner uses Student Rita Baumgartner uses her iPod to record a phone her iPod to record a phone interview with Columbine High interview with Columbine High School Principal Frank School Principal Frank DeAngelis, while April DeAngelis, while April Edwards takes notes. In Edwards takes notes. In Writing 20 course, “Social Writing 20 course, “Social Minds: Memory as Collective Minds: Memory as Collective Practice, students, in groups of Practice, students, in groups of three and four, conduct a dozen three and four, conduct a dozen interviews about an event and interviews about an event and then compare the responses to then compare the responses to news articles covering the news articles covering the story.story.

5. Practicing & Demonstrating 5. Practicing & Demonstrating ProficiencyProficiency

Intermediate SpanishIntermediate Spanish

Students listen to a Students listen to a dramatic reading of dramatic reading of the Don Juan Tenorio the Don Juan Tenorio by Duke Spanish by Duke Spanish instructorsinstructors

Professor Lisa Merschel recorded “audio flash cards” students could listen to on their iPods for pronunciation review.

Students complete oral comprehension exercises at their own pace using iPods to record their speech.

SuccessesSuccesses Making iPods widely available . . .Making iPods widely available . . .

– Catalyzed conversations among faculty, instructional Catalyzed conversations among faculty, instructional staff and administrators about the best role for staff and administrators about the best role for technology in teaching and learningtechnology in teaching and learning

– Engaged late adopter faculty members and spurred Engaged late adopter faculty members and spurred innovation.innovation.

– Revealed that every subject can benefit from infusions of Revealed that every subject can benefit from infusions of multimedia course materialsmultimedia course materials

– Led to unanticipated opportunitiesLed to unanticipated opportunities» Partnerships with Public Radio International & textbook Partnerships with Public Radio International & textbook

publishers to provide rich course contentpublishers to provide rich course content» Partnership with University of Western Australia to pilot Partnership with University of Western Australia to pilot

automatic classroom recording product (Lectopia)automatic classroom recording product (Lectopia)

Lessons Learned Lessons Learned Distribution IssuesDistribution Issues

– Provide iPods to students enrolled in Provide iPods to students enrolled in targetedtargeted courses courses» We have not scaled back (the numbers of iPods distributed remains We have not scaled back (the numbers of iPods distributed remains

relatively the same)relatively the same) Process IssuesProcess Issues

– Establish a simple proposal process for facultyEstablish a simple proposal process for faculty» Combine this with an exploratory loaner program for facultyCombine this with an exploratory loaner program for faculty

Support IssuesSupport Issues– ScalabilityScalability: taking a pilot innovation from the experimental to the : taking a pilot innovation from the experimental to the

production phase requires greater numbers of IT consultants working with production phase requires greater numbers of IT consultants working with faculty to integrate iPods into course curricula. faculty to integrate iPods into course curricula.

» Continued “leading-edge” support is also necessary for early adopter Continued “leading-edge” support is also necessary for early adopter faculty members who have now moved on to more ambitious projectsfaculty members who have now moved on to more ambitious projects

Infrastructure Infrastructure (for audio and video content)(for audio and video content)– Media production facilities, data storage requirements, IP concernsMedia production facilities, data storage requirements, IP concerns

The Duke Digital InitiativeThe Duke Digital Initiative Institutionalizing InnovationInstitutionalizing Innovation

– Program: Program: » Duke Digital Initiative - funded over a three-year cycleDuke Digital Initiative - funded over a three-year cycle

Incorporate digital audio, images and video, collaboration tools and Incorporate digital audio, images and video, collaboration tools and tablet and handheld computing into course curriculatablet and handheld computing into course curricula

– Process: Process: » Center for Instructional TechnologyCenter for Instructional Technology

programmatic incubator for new trends, pilot projectsprogrammatic incubator for new trends, pilot projects

– Support: Support: » Introduce new tier of IT consultant across the University: Introduce new tier of IT consultant across the University:

academic technology specialistsacademic technology specialists

– InfrastructureInfrastructure» Introduce Digital Media ServicesIntroduce Digital Media Services

Central unit looking for the best solutions to infrastructure issuesCentral unit looking for the best solutions to infrastructure issues

AcknowledgmentsAcknowledgments

With special thanks to . . .With special thanks to . . .

Lynne O’Brien. Lynne O’Brien. Director, Center for Instructional Director, Center for Instructional Technology, Duke UniversityTechnology, Duke University

Ginny Cake, Ginny Cake, Senior Director, Office of Information Senior Director, Office of Information Technology, Duke UniversityTechnology, Duke University