flipped classroom/blended

Applying Pedagogical Insights to Large Online Courses


William FisherWhen William Fisher, WilmerHale Professor of Intellectual Property Law, was approached to create an online course version of his Harvard Law School Copyright course, he agreed with the stipulation that CopyrightX be paired with the residential version, that enrollment be limited to 500, and that students meet in discussion sections of 25. Both online and residential students watch the same 90-minute lecture video prior to class time. When the class meets, Fisher facilitates case study discussions with residential students and 15-20 teaching fellows do so for sections of online students.... Read more about Applying Pedagogical Insights to Large Online Courses

Engaging Students with Difficult Text Through a Flipped Classroom


Jay HarrisIn his general education courses, Jay Harris, Harry Austryn Wolfson Professor of Jewish Studies, posts two different videos prior to class for students to view: pre-reading videos contextualize and provide guidance for the week’s readings, and lecture videos replace Harris’s in-class lectures on the material. Students then send their questions and comments to Harris through Canvas, which he uses to build the class discussion.

The benefits: The pre-reading videos, in particular, give students a road map into the readings and lower the barrier for getting through difficult texts.... Read more about Engaging Students with Difficult Text Through a Flipped Classroom

Research: Flipped Classroom Model in Calculus II

This article on the use of flipped classrooms combined with problem-based learning in a calculus course showed that students, in general, took the flipped classroom as a positive learning experience with slightly better performance as compared with students in traditional lecturing classrooms.

Flipping the classroom for deeper student engagement and feedback on learning


L MahadevanL Mahadevan, Lola England de Valpine Professor of Applied Mathematics in SEAS, and Professor of Organismic and Evolutionary Biology, and of Physics in FAS used a 2017-2018 SEAS Learning Incubator LInc Faculty Fellowship to emphasize active learning in his Mathematical Modeling course. He implemented a flipped classroom approach to enable students to come to class with problems and questions to collaborate on, time to develop their own problems from scratch, and work on modeling with peers. The foundational arc supporting this process has students move from observations through abstraction, analysis and communication, and iteration.... Read more about Flipping the classroom for deeper student engagement and feedback on learning

Structuring intellectual collaboration and play


Gardner Cowles Associate Professor of the Humanities, Emily DolanEmily Dolan, Gardner Cowles Associate Professor of the Humanities, co-teaches the graduate seminar Instruments and Instrumentalities with Professor and James McGill Chair in Culture and Technology Jonathan Sterne of McGill University in which students from both Harvard and McGill (representing a range of disciplines) engage with one another via audio and videoconferencing, trips to each campus, online documents, and other tools. 

The benefits: Students benefit from diverse perspectives when feedback on their work comes from “two sets of eyes” that don’t... Read more about Structuring intellectual collaboration and play

Using faculty videos in required courses to engage students at all levels


Pinar DoganLike many instructors of required courses, Pinar Dogan, Lecturer in Public Policy and SLATE Faculty Liaison for Pedagogy, teaches her section of Markets and Market Failure to students with significantly divergent levels of prior knowledge of microeconomics. Seeking a way for students “to end up at the same place even though they started at very different places,” Dogan partnered with SLATE to develop videos of Harvard Kennedy School (HKS) faculty experts explaining the relevance of math-intensive or potentially dry concepts (e.g., fixed costs or price elasticity) to public policy. 

The benefits: Because the videos show how concepts... Read more about Using faculty videos in required courses to engage students at all levels

Using digital resources to augment course materials


Teddy SvoronosTheodore Svoronos, lecturer at the Harvard Kennedy School of Government, developed digital-learning materials as part of the Building Capacity to Use Research Evidence (BCURE) project and now uses them for both residential and online-learning communities.

The benefits: Svoronos found that the modularity of a BCURE course on Descriptive Evidence allowed him to repurpose the content as introductory materialfor his residential students in statistics: “BCURE provided rich,interactive examples that policymakers in India and Pakistan ... Read more about Using digital resources to augment course materials

DIY Flipping Kit (SLATE)

Utilize a “do-it-yourself” guide for faculty on flipped classroom pedagogy, developed by members of the SLATE (Strengthening Learning and Teaching Excellence) team at the Harvard Kennedy School of Government.

DART

Browse the DART catalog, which currently includes over 100 HarvardX courses and 20 Harvard YouTube channels. DART is currently in pilot phase and seeks active users for the spring (email dart@harvard.edu).  Read more about DART

Blended MPH in epidemiology

The Harvard Chan School of Public Health’s blended MPH in epidemiology includes a self-designed field learning experience where students address community issues such as patient care, occupational health, and public policy.

Blended Learning: Using interactive online modules before class to enhance learning in class

Dan Levy

Dan Levy, Senior Lecturer in Public Policy and Faculty Chair of the Strengthening Learning and Teaching Excellence (SLATE) Initiative at the Harvard Kennedy School, developed a series of online modules for Advanced Quantitative Methods I, work made possible by teaching fellow Teddy Svoronos and SLATE staff member Mae Klinger. The modules contain interactive videos, diagrams, and practice problems; an end-of-module quiz; and an anonymous feedback survey.... Read more about Blended Learning: Using interactive online modules before class to enhance learning in class

Pages