This ablConnect article describes how student-led learning can generate greater classroom participation and create a more dynamic and exciting learning environment.
HILT grant recipient Beth Altringer (SEAS) discusses her team-driven course “The Innovator’s Practice” which involves students in a continuous creation and feedback cycle as they pursue the development of entrepreneurial ideas.
Researchers demonstrated that reading fiction plays a role in enhancing readers' social cognition by activating the default network, known to support capacity to simulate hypothetical scenes, spaces and mental states.
TELLab, funded by a Harvard Initiative for Learning and Teaching (HILT) grant, is a platform for online experiments that students can participate in and modify for their own use. Faculty interested in developing an experiment module for their course can contact the team. ...
The Harvard Business School FIELD Global Immersion course requires first year MBA students to develop or improve a product, service, or experience for a global client.
An ablConnect literature summary outlines that field learning—an extreme form of authentic learning (versus lab and simulation)—increases student motivation and the ability to think like a member of the discipline.
In a Science article, Harvard faculty member Chris Dede similarly suggests that immersive interfaces promote engagement and transfer from classroom to real-world settings.
See examples of research and instructional uses of Harvard’s state-of-the-art immersive 3D stereo Visualization Lab, located within the Peabody Museum.
This article on “social pedagogies” shows how engaging students with “authentic audiences” is crucial for understanding key (and often difficult) concepts in a course.