Mary Hart - Painting I - Fall 2015
The Painting I class used an Ensemble dropbox to upload audio files that were then used to accompany their artwork on a WordPress site.

Erin Johnson - Digital Media I - Fall 2015 
Used a combination of Ensemble dropbox, iTunes podcasts and Blackboard to allow students to upload and share audio clips from their initial assignments.

Janice Jaffe - Translating Cultures - Fall 2015
Provided training in Aegis, an application for creating subtitles for film.

Provide an easy to use content management platform (WordPress) for students in the Education program to create dossiers for the schools that wish to bring them on staff.

New ways to think about pedagogical innovation at Bowdoin

Arielle Saiber, Associate Professor of Romance Languages

Arielle Saiber, Associate Professor of Romance Languages

Course: World Science Fiction Spring 2015. 

Summary:  One part of the course will be ten online conversations (about 20 minutes each) with writers, artists, filmmakers, and scholars of science fiction (SF) from around the world, followed by Q&A with our students. I will be using a video conferencing platform for the online speakers: likely either Adobe Connect, WebEx, or Microsoft Lync.  I will be recording the lectures and posting them, with the speakers’ permission, on the World SF website under Creative Commons 4.0 Unported.  I am following the lead set by Lars Schmeink of the University of Hamburg on his A Virtual Introduction to Science Fiction site.  In cases in which a pre-recorded lecture is necessary, I am considering: Screenium, Echo 360, and Adobe Premiere.  At least a few of the online lectures will also include slide presentations, so a platform that can divide the screen in such a way as to show the speaker as well as the slides, controlled by the speaker, is needed.  There may also be an instance or two in which multiple virtual speakers will be talking with each other and the class at the same time.  Other online elements include the Films, the Encyclopedia of Science Fiction, Databases/Libraries/Collections, Terminology, Anthologies, Timelines, and curated lists including Blogs,  Magazines, Reviews/Best-of’s and Societies & Conventions.

Academic Technology Contact:  David Israel disrael@bowdoin.edu

Eric Gaze, Director of the Quantitative Reasoning Program and Lecturer in Mathematics

Eric Gaze, Director of the Quantitative Reasoning Program and Lecturer in Mathematics

Course:  Various

Summary:  I use Camtasia screen capture software to create videos for my classes.  Camtasia allows me to create Excel how-to videos which are perfect for students who need a refresher in using software required for class.  In addition it is possible to create Khan Academy type videos using Camtasia and a tablet to write on Powerpoint slides, allowing you to film your “lectures” and flip your classroom.


Academic Technology:  Paul Benham pbenham@bowdoin.edu

Richard Broene, Professor of Chemistry

Richard Broene, Professor of Chemistry

Course:  Organic Chemistry

Summary:  Two years ago, I worked with staff in Academic Technology to create a video archive of my entire Chem 2260 course on organic chemistry that was hosted on Blackboard.   I wanted to provide the students with a resource they could use to review the material they might have missed that included chalk board and projected graphics.   The advantage to this method is that they could pause the video feed and work out the consequences of what they heard before moving on to the next portion of it.   The next year, I attempted to use these videos as introductions to the topic in a “flipped” sense so that we could move beyond the theory and develop solutions to problems during the class period.   There was considerable push back from the students, which is consistent with the literature that suggests less than 15min videos are most effective for a flipped course.

Faculty Contact:  Rick Broene rbroene@bowdoin.edu