Link to CRLT TTI Grant Projects 2005, 2006, 2007, 2008, 2009, 2010, 2011
Italian-American Film Culture: A Multimedia Course Environment
Giorgio Bertellini, Assistant Professor, Film and Video Studies/Department of Romance Languages and Literature, LSA ([email protected]) created of a unified and digitalized multimedia environment that places cinema at the intersection of several cultural practices (i.e. journalism, photography, theater, and opera for the course, Italian-American Cinema. The project functions as a template applicable to similar film classes.
Example from PowerPoint presentation.
London's Brick Lane and the New Multicultural Europe
Designed to be an integral unit in two regularly taught history courses, Rita Chin, Assistant Professor, History Department, LSA ([email protected]) created a project on "London's Brick Lane and the New Multicultural Europe", PowerPoint and web-based assignments teach students how multiculturalism has become an integral part of postwar European society.
Example from PowerPoint presentation.
Leveraging Instructional Technology for the Large Recurring Core Courses
Mark Clague, Assistant Professor, Department of Musicology, School of Music ([email protected]) developed, in UMSiteMaker, LIVING MUSIC, a student-driven online oral history database offering a snapshot of contemporary musical life. Using CRLT TTI consultants' expertise to upgrade the look and functionality of the LIVING MUSIC site, the new project is integrated into an interactive CTools web site that encourages student choice, active learning, and skill development, as well as facilitates course administration.
Teaching Latina/o Studies Using Technology
Maria Cotera, Assistant Professor, American Culture Program/Women's Studies Program, LSA ([email protected]) explored the potential uses of technology in the classroom to encourage collaborative learning and provide students with a multifaceted and interdisciplinary approach to Latina/o Studies. Her goal was to enhance presentation strategies and create an environment that promotes collaborative teaching while maintaining a coherent approach to weekly lectures over the course of the semester. Web site: http://www.umich.edu/~ac213
Interactive Education: Learning Pathology in the Context of the Patient
Andrew Flint, Professor, Pathology Department, School of Medicine ([email protected]) created a web site that uses case history presentations to foster student centered, problem-based learning. Using UMSiteMaker, 25 case presentations were authored that require students to collaborate in small groups. The cases pose specific questions that require students to acquire information on their own. Online instructor feedback is offered if needed.
PowerPoint for Shakespeare
Linda Gregerson, Professor, English Department, LSA ([email protected]) augmented her use of PowerPoint in her Shakespeare lectures, incorporating topographical charts, archaeological records, costume design, genealogies, portraits, timelines, and -importantly -film clips from modem productions of the plays. Future development will include using CTools to allow students to exchange interpretive insights, and to assemble a shared vocabulary list of obsolete or historically variant words from the play texts.
Example from PowerPoint presentation.
Homer and the Culture Wars
James I. Porter, Professor, Department of Classical Studies and Program in Comparative Literature, LSA ([email protected]) added to his current panoply of teaching materials by introducing technology into a new undergraduate course on the reception and conception of Homer and the impact of this on the culture wars in various periods, from the 8th c. BCE to Vico (18th c.) to Schliemann to the current day. Results of student projects are available at: http://www.umich.edu/~homeros
Digital Image Database for the Urban History of Rome
Lydia M. Soo, Associate Professor, Taubman College of Architecture and Urban Planning ([email protected]) created a digital image database for the course " The Urban History of Rome," which is used for lectures and discussions, as well as a resource for students outside of the class. By allowing comparisons, overlays, and the application of analytical notations, the database promotes greater understanding of the development of the city and its urban spaces over time.
