Blog

About T127: Q&A between 2020 Fall Graduate Student and Teaching Fellow

The Teaching and Learning Lab Practicum (T127) offered in the Fall and Spring semesters at HGSE for both Master’s and Doctoral students, explores technology-enhanced designs for learning. In the practicum, students apply course principles related to the design and development of learning experiences to actual ongoing projects within the Teaching and Learning Lab (TLL). In academic year 20/21, the course - like many others - shifted modality from in-person to online. In this blog, Nina Tompkin, a current graduate student of the TIE program at HGSE and Ragini Lall, an alumna of...

Read more about About T127: Q&A between 2020 Fall Graduate Student and Teaching Fellow

TLL Online Learning Fellows

TLL Online Learning Fellows

by: Bill Wisser

When the Harvard Graduate School of Education made the decision to launch a fully-remote Master’s program we knew that we had a lot of work in front of us. The Teaching and Learning Lab’s core team of learning designers, media producers, learning technologists, and instructional coaches have years of experience designing online courses, both for the Ed.M. program and for our partners in Professional Education. From that experience we knew that creating high-quality, engaging, online learning experiences takes a tremendous amount of effort, both on the part of the faculty members and the support staff. We had to increase our staffing across the group to meet this challenge, but hiring takes time and any new staff members we brought on would have limited time to get up to speed on the specific characteristics of the School, the faculty, and TLL processes. 

... Read more about TLL Online Learning Fellows

Exploring Design Thinking in the Classroom

Exploring Design Thinking in the Classroom

by: Brandon Pousley

Design Thinking in Education Banner'Design thinking' refers to the collection of practices and mindsets that enables creative, collaborative problem-solving across domains. The term was popularized within design consultancy and has since demonstrated value across a variety of organizations and contexts, including the classroom. Design thinking differs from previous problem-solving approaches in its prioritization of the user experience and its reliance on continuous feedback and iteration.... Read more about Exploring Design Thinking in the Classroom

Case Studies in Formative Feedback at HGSE

Case Studies in Formative Feedback at HGSE 

by: Josh Bookin

Committing to the use of student feedback is one thing; creating effective methods for doing so is another. To help you in this work, this article highlights the diverse and impactful practices of three HGSE instructors on gathering student feedback. We asked each of these instructors to give us a sense of what the technique is, why they use it, and how they do so.

Student feedback... Read more about Case Studies in Formative Feedback at HGSE

Act for Equity at HGSE: Theater for Social Change

Act for Equity at HGSE: Theater for Social Change

by: Josh Bookin

The Origin and Design of Act for Equity at HGSE

The HGSE Dean’s Office launched the Act for Equity project in early 2016 as part of the School’s commitment to the Fulfilling the Promise of Diversity (FPD) community conversation. The inspiration behind the project was to leverage the power of theater-based learning to broaden and deepen the ways in which we as a community interact around critical topics of diversity, equity, and inclusion.  According to Margie Zohn, the troupe’s director (Ed.M. AIE ‘12 and faculty member in the Faculty of Arts and Sciences): “Theater allows us to inhabit stories with not just our minds but also our hearts, and to be affected in deep and nuanced ways.” Act for Equity events combine prepared theatrical vignettes with improvisation driven by audience participation and facilitated discussions.... Read more about Act for Equity at HGSE: Theater for Social Change

Teaching in Times of National Racial Trauma: What Can Faculty Do?

Teaching in Times of National Racial Trauma: What Can Faculty Do?

by: Aaliyah El-Amin

The United States is in the midst of racial turmoil—and the impact of that context affects students and faculty members in higher education just as it does all teachers and learners in the nation’s schools. Ongoing police killings of unarmed Black adults and children have garnered significant national attention and community protest. Simultaneously, discourse in our election process is laced with racial tension. Whether or not we are prepared for it, these events are likely to be on students’ minds. This is especially true immediately after these tragedies occur. Even for students who are not members of targeted groups, acts of racial violence can produce high levels of stress, anxiety and fear or vicarious trauma (Honos-Webb, Sunwolf, Hart & Scalise, 2006) and interfere with a person’s ability to engage in class (Liverant, Hoffman & Litz, 2004).... Read more about Teaching in Times of National Racial Trauma: What Can Faculty Do?

Exploring ePortfolios at HGSE

by: Brandon Pousley

Over the past 12 months, the TLL has been exploring the potential benefits of ePortfolios within various programs at HGSE. For our purposes, we have defined an ePortfolio as a digital repository for the collection, organization, and sharing of student artifacts to facilitate personal reflection, assessment of learning outcomes, multimodal and peer learning, and academic and career development. We have directly engaged faculty and staff in the CAEL, HTF, and Data Wise programs in technology pilots that have enabled us to surface multiple teaching and learning needs and technical requirements. These pilots have also allowed us to develop best practices, identify and solve technical and pedagogical challenges, and begin measuring impacts on learner outcomes.... Read more about Exploring ePortfolios at HGSE

The Learning Loop: An Iterative Dialogue Between Faculty and Design Partners

by: Bonnie Anderson

“[A] thermostat that automatically turns on the heat whenever the temperature in a room drops below 68°F is a good example of single-loop learning.

A thermostat that could ask, "why am I set to 68°F?" and then explore whether or not some other temperature might more economically achieve the goal of heating the room would be engaged in double-loop learning.1”... Read more about The Learning Loop: An Iterative Dialogue Between Faculty and Design Partners