Learn more about how the Readiness and Emergency Management for Schools Technical Assistance Center (REMS TA Center) supports institutions of higher education (IHEs). In this webinar, Madeline Sullivan, contracting officer’s representative for the REMS TA Center, and Janelle Hughes, director of communications for the REMS TA Center, provide an overview of the services, resources, and support systems available to IHEs. They showcase the REMS TA Center website and the sections it houses to support IHEs, as well as describe key resources that have been developed by federal partners in higher education safety, security, and emergency preparedness to support the development of high-quality emergency operations plans (EOPs) for IHEs.
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
Introducing students to Digital Capabilities OnlineJisc
Member story from the University of Surrey.
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
Learn more about how the Readiness and Emergency Management for Schools Technical Assistance Center (REMS TA Center) supports institutions of higher education (IHEs). In this webinar, Madeline Sullivan, contracting officer’s representative for the REMS TA Center, and Janelle Hughes, director of communications for the REMS TA Center, provide an overview of the services, resources, and support systems available to IHEs. They showcase the REMS TA Center website and the sections it houses to support IHEs, as well as describe key resources that have been developed by federal partners in higher education safety, security, and emergency preparedness to support the development of high-quality emergency operations plans (EOPs) for IHEs.
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
Introducing students to Digital Capabilities OnlineJisc
Member story from the University of Surrey.
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
Lumen model jump starting success with oerLumen Learning
Through years of collaboration with faculty and institutions, Lumen Learning has developed not only a growing catalog of road-tested courses designed using open educational resources, but also an engagement approach that helps institutions make a sustained impact with OER. This webinar shares how we develop OER courses and support institutions and faculty through the processes of course adoption, customization and continuous improvement. Gain insight into Lumen’s support model, pricing, and strategies we recommend to help students, faculty and institutions realize the full benefits of OER.
This is a unique technology solution for custom lesson planning for any curriculum, subject and board. Lessons are made as desired specifically by the teachers to suit the class and learners. Includes assessment and curriculum management modules with reports for School heads.
School management can create their own standard of curriculum focused on desired learning outcomes and integrate all the best practices from teachers and other sources. Thus making it a truly Dynamic academic process management system for long term impact on the school's academic system.
Standardised
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How libraries can support authors with open access requirements for UKRI fund...
Tlt success
1. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
2. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
3. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
4. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
• Running Canvas (~99% migrated!).
• Running second instance for extended education.
• Engaging in work related to iSites sunset.
5. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
• Running Canvas (~99% migrated!).
• Running second instance for extended education.
• Engaging in work related to iSites sunset.
6. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
• Enabled HarvardX content to be easily re-used in Canvas.
• 42 third-party LTI tools in use this spring.
• Validating Canvas data in support of research.
7. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
• Engaging with Schools at multiple levels.
• Hosting May Canvas Governance Group meeting.
• Recently hosted May Coffee & Canvas.
• Participating in HILT’s TLC meetings and events.
8. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
• Hosting June academic developer meeting.
• Consulting with Schools on LTI development.
• 31 LTI tools have been built by 7 schools + 4 HUIT units.
9. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
• Did what we said we were going to do …
• In the time we gave ourselves …
• Within the budget we had to work with.
10. • Provide core teaching and learning
technologies to all Schools
• Support pedagogical innovation and
research on learning
• Establish strong Harvard community based
on actual partnerships with faculty and
with academic support professionals
• Cultivate open source community around
component development that
complements core technologies
• Deliver high-quality program on time, on
budget, in scope
Strategic Objectives Guiding Principles Key Performance Indicators
• Communicate and socialize program across
the University
• Balance need to move quickly with
thoughtful planning
• Seek early and continuous faculty input
from across the Schools
• Transition program to ongoing services with
sustained community and sustained vision
• Embrace fluidity
• Full-time staff focus is the rule; divided time
is the exception
• University migration from previous
platform(s) to core technologies
• Usable data from teaching and learning
activities available for research
• Meaningful engagement with faculty /
teaching teams and with academic support
professionals around needs
• Harvard-specific technology enhancements
and applications generated by open source
community
• Program delivered on time and on budget
Provide a continually evolving set of faculty-friendly, student-focused technologies that support teaching and learning across all
Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
The Vision
About the Program
✔
