1. The Duke iPod Project Marilyn M. Lombardi, Senior Strategist Duke 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.

2. Overview The Duke iPod Initiative What was the Duke iPod First-Year Experience, 2004-2005? What was the Duke iPod First-Year 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 Initiative

3. iPod First-Year Experience: How did we do it? Total cost budgeted at $500,000 Total cost budgeted at $500,000 New Hire: “Academic Multimedia Computing Specialist” New Hire: “Academic Multimedia Computing Specialist” Internal grant funding to support 27 faculty course projects Internal grant funding to support 27 faculty course projects Purchase of approximately 1, 875 iPod devices Purchase of approximately 1, 875 iPod devices –Each First-Year Student got an iPod 225 iPods kept in Faculty Loaner Pool 225 iPods kept in Faculty Loaner Pool Belkin Corp. donated microphone adapters Belkin Corp. donated microphone adapters

4. Pre-Launch Activities Focused on wide availability to encourage exploration Focused on wide availability to encourage exploration Pre-loaded Duke iPods with educational audio content at factory Pre-loaded Duke iPods with educational audio content at factory Developed Duke Page on iTunes Store Developed Duke Page on iTunes Store –Students received 10 free audio tracks from store Set up content storage server Set up content storage server Created project archive site: http://www.duke.edu/ ddi/ipodfye.html Created project archive site: http://www.duke.edu/ ddi/ipodfye.html

5. Fall 2004: Distribution to First- Years 8/19/04: Distributed 20 GB iPods to all Duke first-year students, along with Belkin voice recorders and 10 free iTunes.

6. 2004-05 Academic iPod Projects Economics Economics Education Education Engineering Engineering German Literature German Literature Environmental Studies Environmental Studies Foreign Languages Foreign Languages –Spanish, Turkish, Chinese ISIS ISIS Music Music Writing Writing Asian/African Language & Literature Asian/African Language & Literature Cultural Anthropology English Public Policy Religion Theater Studies Non-course academic use Perkins & Divinity Libraries University Writing Program Fellows

7. Instructors use iPods to …  Reinforce Course Content in Lecture Classes  Improve In-Class Discussion  Make Rich Course Content Accessible Anywhere, Anytime  Increase Student Engagement through Collaborative, Project-Based Learning  Offer Opportunities to Practice and Demonstrate Proficiency

8. 1. Reinforcing Course Content

9. Recording Lectures 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.

10. 2. Improving In-Class Discussion

11. Recording Guest Lectures, Audio Field Notes and Interviews Professor Richard Lucic’s uses his iPod to record the frequent guest lecturers for his course on information technology … … 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.

12. 3. Delivering Rich Course Content Anywhere, Anytime

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

14. 4. Increasing Collaboration and Engagement

15. Radio Theater of the Mind In Professor Foster’s Theater Studies course, students listen on their iPods to old time radio shows recorded in the 1920’s … … then do their own productions of the shows and podcast them on The MP3eater Project website.The MP3eater Project

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

17. 5. Practicing & Demonstrating Proficiency

18. Intermediate Spanish Students listen to a dramatic reading of the Don Juan Tenorio by Duke Spanish instructors 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.

19. Successes Making iPods widely available... Making iPods widely available... –Catalyzed conversations among faculty, instructional staff and administrators about the best role for technology in teaching and learning –Engaged late adopter faculty members and spurred innovation. –Revealed that every subject can benefit from infusions of multimedia course materials –Led to unanticipated opportunities »Partnerships with Public Radio International & textbook publishers to provide rich course content »Partnership with University of Western Australia to pilot automatic classroom recording product (Lectopia)

20. Lessons Learned Distribution Issues Distribution Issues – Provide iPods to students enrolled in targeted courses »We have not scaled back (the numbers of iPods distributed remains relatively the same) Process Issues Process Issues –Establish a simple proposal process for faculty »Combine this with an exploratory loaner program for faculty Support Issues Support Issues –Scalability: taking a pilot innovation from the experimental to the production phase requires greater numbers of IT consultants working with faculty to integrate iPods into course curricula. »Continued “leading-edge” support is also necessary for early adopter faculty members who have now moved on to more ambitious projects Infrastructure (for audio and video content) Infrastructure (for audio and video content) –Media production facilities, data storage requirements, IP concerns

21. The Duke Digital Initiative Institutionalizing Innovation Institutionalizing Innovation –Program: »Duke Digital Initiative - funded over a three-year cycle Incorporate digital audio, images and video, collaboration tools and tablet and handheld computing into course curricula Incorporate digital audio, images and video, collaboration tools and tablet and handheld computing into course curricula –Process: »Center for Instructional Technology programmatic incubator for new trends, pilot projects programmatic incubator for new trends, pilot projects –Support: »Introduce new tier of IT consultant across the University: academic technology specialists academic technology specialists –Infrastructure »Introduce Digital Media Services Central unit looking for the best solutions to infrastructure issues Central unit looking for the best solutions to infrastructure issues

22. Acknowledgments With special thanks to... Lynne O’Brien. Director, Center for Instructional Technology, Duke University Ginny Cake, Senior Director, Office of Information Technology, Duke University