When William Fisher, WilmerHale Professor of Intellectual Property Law, was approached to create an online course version of his Harvard Law SchoolCopyrightcourse, he agreed with the stipulation that CopyrightXbe 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
In 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.
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.
A meta-analysis of 225 studies published in PNAS found that active learning applied in college STEM disciplines increased student performance on examinations and concept inventories, and the likelihood to pass a course.
Emily Dolan, Gardner Cowles Associate Professor of the Humanities, co-teaches the graduate seminar Instruments and Instrumentalitieswith Professor and James McGill Chair in Culture and Technology Jonathan Sterneof 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.
Like 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: 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
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.
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 email@example.com). Read more about DART
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.