Through the creation of weekly lecture videos produced in our GHELI learning studio and in pop-up “mini studios” the didactic, asynchronous course content allowed students the flexibility to learn at their own pace and schedule - a deliberative design decision given the class size, multiple time zones, and various real-world constraints students were facing.
Similar to our on-site learning studio, the pop-up studios provided two angles – a mounted iPad provided a front close-up and an overhead iPhone camera allowed students to see notes, sketches and diagrams. Our emphasis on conceptual diagrams to tackle complex interdisciplinary topics carried over from our brick and mortar class, but creative adaptations were needed to be suitable for the online "personalized" platform. Here is an example of a pop-up studio video using two camera angles and a live schematic to explain DALYs (disability-adjusted life year) to students.
In this virtual Visitas 2020 panel discussion, Professor Goldie joined Harvard colleagues to discuss the early impact the pandemic had on teaching.
In the Harvard Bok Center’s Learning Lab interview series designed to prepare Harvard faculty for remote learning during the 2020-2021 academic year, Professor Goldie discussed her strategy for the shift to remote learning, provided advice to faculty as they mounted their own courses online, and suggested ways to create an engaged, optimal experience for students.
Video 2: What Was Your Strategy for Developing Your Course?
Video 3: Are There Any Special Tips and Tricks to Share With the Teaching Community?
Watch this collection of interviews done as part of Harvard’s Vice Provost for Advances in Learning (VPAL) on how to design and iterate for online teaching.
