Beginning this fall, Academic Technology for FAS will be offering Canvas training that goes beyond the basics of setting up and administering a course website. Designed as interactive workshops, these topical training sessions will cover more specialized elements of the Canvas learning management system that you may encounter as teaching staff member or course administrator.
Leveraging the Canvas Calendar for Common Course Tasks
The FAS Academic Technology Group's Brandon Bentley (senior instructional technologist) and Mike Hilborn (associate director, academic technology development) participated in a session at the 2016 IT Summit on Canvas use and adoption across Harvard schools.
By Daniel Jamous, Senior Instructional Technologist for FAS ATG
One of the benefits resulting from the adoption of the Canvas Learning Management System has been the integration with third-party tools.
An example of this is the Turning Technologies clicker registration app. For several years, many courses in FAS, particularly in the Sciences, have used Turning Technologies clickers in the classroom to make lectures more interactive and to gauge students’ understanding of the materials through polling. In… Read more about Using Clickers with Canvas
Are you interested in helping the FAS Academic Technology Group test out new tools for teaching and learning? Contact us to learn more about our expanded Spring pilots of VoiceThread, AnnotationsX, and Flashcards, each of which can be seamlessly integrated into your Canvas site.
In Applied Physics 50b, the Rubrics feature in Canvas was instrumental in allowing students to get feedback on their project reports and to submit an improved version based on this feedback.
Applied Physics 50b, which is a new project-based introductory physics course, includes three month-long hands-on projects where students, working in teams, are asked to build physical devices applying the concepts taught in class.
In his popular courses on Justice and Bioethics, Professor Sandel fostered in-class debate by inviting students to express their opinions about the controversial topics of the course on a blog and to share their arguments and counter-arguments with each other during lectures. The Justice course is now available to the world online at www.justiceharvard.org.
In his course Applied Mathematics 201, Professor Michael Brenner used an innovative approach in his problem set assignments. Students worked in groups of two or three on each assignment. In a first phase, they collaboratively wrote the solution of the problem set and posted it on a wiki. In a second phase, students were asked to study the solution posted by another group and to provide comments to improve the writing and clarity of the solution. Students then voted for the best solution.
In her General Education class, Societies of the World 30: Tangible Things, Professor Ulrich asked her students to look at Harvard history through the prism of more than a hundred tangible objects collected in Harvard museums that were curated and displayed in an exhibit accompanying the course.
In the fall of 2012, students in second-year Modern Hebrew piloted an iPad project that combined all their handouts, worksheets, exercises, and review materials into a digital format. The goal was to allow students to review materials anywhere at any time, take self-correcting quizzes, review material that could be updated instantly by course staff, bring text files to life with native speakers and pop-up definitions, and make for a much more interactive and enriching experience.
The fall 2011 course, United States in the World 32: The World’s Religions in Multicultural America, explored the dynamic religious landscape of the United States with a special focus on Muslim, Hindu, Buddhist, and Sikh traditions in the most recent period of post-1965 immigration. Students in this course examined the negotiations among civic, constitutional, ethical, and theological issues through the lens of specific cases and controversies.
Shanghai: A Cultural History excavated the cultural and historical memories of Shanghai. With the goal of rendering legible this city’s multiple layers, the course covered topics such as Shanghai’s literary and cinematic representations, architecture and urban spaces, rural migrants and foreign expatriates, everyday life and consumer culture, and Shanghai in wartime and under Socialism.