• Student Success Initiatives

    Please join the HILT Learning Design affinity group on April 28th at 12PM ET for a webinar on recent student success initiatives featuring colleagues from across the Harvard University community. Each of the panel’s presenters will share experiences from the past year related to work supporting their respective learner audiences, along with the challenges and future opportunities this unexpected and prolonged disruption has presented.
  • How Good Accessibility Practices Enhance Online Teaching

    When it comes to accessibility, it’s much better to be proactive than reactive—especially when designing major components of your courses. Furthermore, designing accessible courses helps provide equitable educational opportunities and added benefits for all learners. Join us to learn more from our panel of accessibility experts from across the University about the ways in which accessibility practices enhance classroom teaching and learning.
  • Grappling with a global pandemic in class, as a class

    Jonathan Zittrain, George Bemis Professor of International Law, adapted his digital governance course to incorporate what everyone was really focused on in mid-spring of 2020: the COVID-19 pandemic. Instead of “compartmentalizing” between class and crisis, he reworked the syllabus to respond to students’ needs and evolving experiences. Zittrain replaced the final exam with collaborative reports in which students examined aspects of the pandemic through the lens of digital governance dilemmas. “The idea was to offer students an opportunity to apply what they learned in the course to problems that were on everybody’s mind.”
  • Applying Pedagogical Insights to Large Online Courses

    When 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. Sometimes, residential and online students meet virtually to hear from a guest speaker.
  • Teach Remotely

    Learn best practices, available tools, and how to get support for teaching your classes online.
  • Oklahoma Science Project

    The Oklahoma Science Project is an online resource with the goal of improving access to and promoting STEM education in Oklahoma.
  • Online engagement: Designing a learner-centered HarvardX course

    Diane Moore, Senior Lecturer in Religious Studies and Education, collaborated with HDS and FAS colleagues to produce a six-module, online course offering through HarvardX called World Religions Through Their Scriptures.
  • The hiccups, humility, and benefits of deciding to flip a course

    Margo Seltzer, Herchel Smith Professor of Computer Science, flipped part of her course, CS161, “Operating Systems."
  • SLab 2.0

    With Advance Grant funding, Rehding established regular lab meetings to refine the goals of SLab 2.0, updated equipment in the lab to accommodate the increased usage of the space, designed a website to host a repository of digital projects and to highlight current student projects, and hosted masterclasses open to the Harvard community.
  • AskUp: Improving learning and metacognition through learner-generated questions

    Awardees will continue development of AskUp, a free, open-source studying and learning app that leverages evidence-based techniques to enhance learning, and will evaluate the efficacy of the application’s improvement to metacognition, self-directed learning, and class performance through small randomized trials.
  • Transforming team-learning teaching cases for online platforms: scaling up an e-learning module development project to expand reach across Harvard and to public health professionals in field settings

    Awardees will extend the transformation of traditional to online cases across Harvard by developing a new e-module for delivering teaching cases on-line to public health professionals in field settings, and convening a cross-Harvard workshop to share best practices.
  • Choice architecture: When students become designers of optimal decision processes

    Awardee will develop in-class and online activities to improve student decision-making and increase classroom engagement.
  • New methods for hands-on teaching in the history of technology

    Awardee developed experiential learning opportunities for students in history of technology courses, including in-class demonstration and simulation.
  • Transforming team-learning teaching cases in public health for online platforms: an e-learning module development project

    Awardees transformed STRIPED teaching cases for online delivery, consistent with digital learning research and toward expanded outreach to working professionals.
  • Bridging education research and practice using online learning modules

    Awardees will explore the best-performing sequences of instructional materials in both controlled studies and in the context of real online courses.
  • New educational opportunities at Harvard through online behavioral research

    Ken Nakayama (psychology), Krzysztof Gajos (computer science), and Ryan Enos (government) will create web-based modules for a variety of classroom contexts that can be utilized flexibly by students and instructors to actively participate in behavioral research.
  • A Crash course in Harvard College and undergraduates

    Awardees designed a workshop for teaching fellows to increase understanding of teaching Harvard undergraduates in order to foster meaningful and productive relationships.
  • Online learning models matrix

    Awardee will convene a group of faculty and staff to study and document the current range of online learning models and disseminate a matrix of findings that will inform pedagogical strategies and production activities.
  • New gateway to STEM

    Awardees will install an interactive, touch-screen kiosk running interactive WorldWide Telescope Tours in the Science Center and analyze usage.
  • Calculus practitioner series: Meeting the changing needs of our students and client disciplines

    Awardees plan to design and record a multimedia series on the  interdisciplinary nature of calculus with speakers from Harvard faculty from the STEM and quantitative social science fields.