multimedia

Mastering course content through creative assignments

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Kramer_Holbrook_Into PracticeElena Kramer, Bussey Professor of Organismic and Evolutionary Biology, and Noel Michele Holbrook, Charles Bullard Professor of Forestry, co-teach General Education course OEB 52: Biology of Plants through lectures, labs, field trips, and weekly quizzes that students use to combine concepts into a creative project at the end of the semester. The prompt, “Trace the rise of the sporophyte,” results in the production of resources like videos, art pieces, fashion magazines, original songs, poems, and children’s books that students present in an arts festival during the final class. 

The benefits: Students have to refer back to course activities to help crystalize what they’ve been learning all semester, which ultimately helps them prepare for the final exam. Students tell Kramer the creative projects help them better understand course concepts: “It’s not just busy work, it’s not just fun; it actually makes them think about everything they’ve learned through the semester.”

The challenges: A standard grading rubric is difficult to apply to projects produced in various mediums.... Read more about Mastering course content through creative assignments

Creative projects: Interpreting history through various media

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Vincent BrownVincent Brown, Charles Warren Professor of American History and Professor of African and African American Studies, trains students to interpret history through various media including graphics, data visualizations, videos, and art installations.

The benefits: By tackling creative assignments in HIST 1912 History Design Studio, students learn as historical artists to evaluate and articulate the rationale for why they might select a particular medium. “History doesn’t have to be told in the medium of print. Every medium has different virtues, and sometimes it’s beneficial to see or hear information rather than read it.” Students also complete a final project and 5 to 7-minute presentation open to peer critique.... Read more about Creative projects: Interpreting history through various media

Multimedia assignments: A doable skill, a usable skill

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Kuriyama
Shigehisa (Hisa) Kuriyama, Reischauer Institute Professor of Cultural History and Chair of the Department of East Asian Languages and Civilizations, prefers brief video assignments – where students create a visual presentation with audio narrative – to regular written response papers. “I think the ability to express oneself with media is one of the most usable skills.”

The benefits: Students exhibit a sense of ownership, interest, and investment in their media projects – even sharing them with family and friends – unlike written assignments. They improve their multimedia skills, and more critically, students learn to prepare for and present to an audience.... Read more about Multimedia assignments: A doable skill, a usable skill