On-Demand Workshop Videos
While many opportunities for training and professional development are synchronous, the Center for Teaching and Learning (CTL) offers this collection of videos for those who cannot attend our workshops or want an on-demand overview. Additionally, our collection of brief video tutorials can be found on the Toolkit Shelf. And the CTL Blog also offers some videos in its Quick Look series.
Workshop videos below are arranged chronologically, newest to oldest. Use the quick-jump menu to navigate to videos for a specific academic year.
Note: For any recording for which there is no accompanying transcript, one can be furnished upon request. Contact CTL Help and specify the event for which you would like a transcript.
This workshop introduced some simple, basic skills that, when turned into good habits, can go a long way toward creating and editing materials that are accessible, sustainable, and better for everyone. Focusing on Microsoft Word and PowerPoint, this session provided concrete steps that don't just meet, but go beyond, the built-in accessibility checkers. By the end of the workshop participants should be able to: meet the minimum digital accessibility expectations of Johns Hopkins faculty; know what tools are available in Microsoft products to help get there; understand why we can’t rely on automated checkers alone; and know the value in employing these skills all the time, with every document, and not just “when you have time” or “when it really matters”.
This session will equip participants with practical strategies to promote academic integrity and quizzing best practices using the CoursePlus Quiz Generator. Participants will explore the benefits of incorporating low-stakes and formative assessments into their teaching practices and understand how to deploy multiple randomization strategies to enhance academic integrity for quiz questions. Additionally, participants will learn how to leverage quiz statistics to analyze student performance and make informed improvements to their quiz questions. This workshop is Part 2 of a three-part series.
CoursePlus captures a lot of data that faculty and teaching assistants can use to manage, analyze, and develop their courses. In this workshop, we explored where to find quantitative and qualitative course data and learn how to interpret this data to make decisions about course assessments, organization, and content.
Multiple choice questions (MCQs) are among the most commonly used assessment instruments. However, they can only support learning goals if written well and effectively. This virtual workshop will explore the advantages and disadvantages of MCQs, how to craft questions that target critical thinking and strategies for promoting academic integrity in quizzes. The facilitators will guide attendees in identifying MCQs that support learning. This workshop is Part 1 of a three-part series.
Poll Everywhere is an online service that allows faculty to ask their students various types of questions during live class sessions. The students then answer the faculty's questions using a web browser or mobile phone. Both the question and student responses are then displayed live in PowerPoint, Keynote, and/or on the web. BSPH faculty can use this technology to implement knowledge checks, information gathering (e.g., Q&A, back channel, etc.), and active learning activities in their in-person and online courses.
For this workshop, CTL welcomed Poll Everywhere trainer, Eric Stewart, to lead a special training session for faculty at BSPH. The session allowed participants to learn more about how Poll Everywhere works and how it can be implemented to promote student engagement and active learning.
Gundula Bosch, PhD, MEd' 16 (MMI); ME Hughes, PhD, MA (PFRH); Roza Selimyan, PhD (BMB); Maggie Wear, PhD, MS (MMI)
This workshop was part 2 of the interactive Teaching as Research (TAR) workshop series, was facilitated by Liz Stuart, Executive Vice Dean for Academic Affairs. Topics included:
When and whom to consult in ethics approval questions, and particularly, when in doubt
What to pay attention to when collecting educational data from students or other vulnerable populations
What a typical IRB application for a TAR project can look like
How to distinguish Teaching as Research from Course-Based Research
Teaching teams can be made up of multiple faculty, content editors, guest speakers, and teaching assistants. It can be tricky to keep track of who is doing what. Join a CTL Senior Instructional Designer to learn how to manage teaching team roles, responsibilities, and time so that you and your teaching teammates can work together effectively and efficiently.
This is a recurring workshop that the Center for Teaching and Learning (CTL) typically offers at the start of each academic term. It is geared toward those already familiar with the editing role (faculty, TA, staff) in CoursePlus. This workshop addresses CoursePlus updates and frequently asked questions from faculty and TA interactions with CTL Help and the Instructional Design Team.
Dean's Office Faculty Workshop: Course Design… Backwards! (60 min) | transcript | presentation slides
Elizabeth Topper Golub, PhD, MEd, MPH (OPAL, Epi); Amy Pinkerton, MIDT (CTL)
Have you ever wondered whether your course was designed backward?
Typically, faculty start the course design process by identifying the content that they want their students to absorb, but there is a more effective, goal-oriented method called Backwards Design. In this workshop, we will explore aspects of Backwards Course Design, which focuses on the end goals, or learning objectives, of the course. We will discuss the importance of starting with learning objectives, what it means for a learning objective to be SMART, and how to design assessments that align with those objectives.
This session will focus on how the Community of Inquiry (COI) and Universal Design for Learning (UDL) frameworks can intersect to support engaging learners with the curriculum and with each other. We will discuss pedagogical strategies attached to COI and UDL to create and maintain a positive learning climate. This climate – one that is authentic, intellectually challenging, motivating, and promotes a sense of purpose and belonging – sets the scaffolding upon which students can master the subject matter while also building their skills as life-long, expert learners.
Gundula Bosch, PhD, MEd' 16 (MMI); ME Hughes, PhD, MA (PFRH); Roza Selimyan, PhD (BMB); Maggie Wear, PhD, MS (MMI)
Ever wondered how to turn your teaching into a research publication? What would it take to do it? This workshop will cover which part of your educational work can be used for scholarship; how to measure learning outcomes; what you need to know about ethical and logistical implications; and where to publish your work.
Description:This workshop discussed how to create a professional and engaging presentation. Attendees learned how CTL technical writers ensure the quality, clarity, consistency, and accessibility of CTL-published course materials. The do's and don'ts of high-quality presentations were discussed. And the work and services of CTL's medical illustrator was introduced.
Frances Callahan (JH Student Assistance Program and Behavioral Health Crisis Support Team); Moderator: M.E. Hughes (PFRH)
The hybrid session will offer teaching faculty concrete suggestions for handling the stresses that come with teaching. Presenters will provide information about available resources for faculty. The Bloomberg School’s Teaching Council will also moderate small group breakouts to discuss challenging teaching situations and brainstorm solutions.
The Center for Teaching and Learning (CTL) invites faculty, guest speakers, and teaching assistants of online courses to this workshop on recording audio narration either in-person or virtually with the CTL audio studio. This is one of a series of workshops on developing a JHSPH online course, but the practices and tips shared in this series can be applied to other circumstances, including preparing and presenting a guest lecture, a conference presentation, etc. In this workshop, you will learn about the benefits of following the CTL’s audio recording practices for students and faculty. We will take a virtual tour of the CTL Audio Recording Studio spaces and identify and apply CTL audio recording practices to sound great and engage your listeners.
Dean's Office Faculty Workshop: Strategies for Increased Class Enrollments: Management, Assessment, and Supporting TAs (54 min) | transcript | presentation slides
Teaching Council Members
With increased enrollment this academic year many classes are experiencing larger class sizes. This session will describe tips and strategies for managing “larger than normal” classes – including setting expectations and encouraging engagement, identifying assessment approaches that are appropriate and feasible, and utilizing and supporting teaching assistants. The session will be relevant for classes from 20 to 500+ students!
Sept 22, 2021
Brian Klaas (CTL); Dan Barnett, MD, MPH '01 (EHE); Joseph Brodine, MD, MPH; Anna Kalbarczyk, DrPH (IH)
This teaching workshop described strategies for course organization, including CoursePlus technological tools and non-technological tools, and will cover ways to set up a course from the beginning as well as strategies to modify strategies mid-course as needed!
Dean's Office Faculty Workshop: Lessons Learned: Student Perspectives on Virtual/Hybrid Learning in AY20/21 (59 min) | transcript | presentation slides
Jennifer Applegate, PhD ’20, MSPH ’12 (IH); Patrick Creisher (MMI); Krystal Lee, EdD (HBS); and Kait Atkins (IH)
Curious about what Bloomberg School faculty and students have learned about hybrid and virtual education in a year of remote learning, and how their experiences can influence and improve teaching and engagement in AY21-22? Please join representatives from the School’s Teaching Council and Teaching Fellows as they share student perspectives on virtual education and best practices for creating an engaged classroom- whether physical or virtual!
Dean's Office Faculty Workshop: A Hybrid Introduction to Hybrid Instruction (55 min) | transcript | presentation slides
John McGready, PhD (Biostatistics); Douglas Hough, PhD (HPM); Judith K. Bass, PhD (MH); Mia Lamm (CTL)
The summer is an excellent time to jumpstart preparation for the upcoming academic year. In this Teaching Toolkit workshop, members of CTL's instructional design team identified intentional steps that faculty and teaching assistants can take over the summer to successfully review and revise their courses. Presenters highlighted levels of knowledge as they relate to learning objectives, assessment, and course content. The different types of lecture recordings are also featured to provide some inspiration as faculty begin their course review and revision process.
The CoursePlus PathFinder Tool as Experiential, Simulation-based Learning (55 min) | transcript
The CoursePlus PathFinder tool is a powerful option for faculty to actively engage their students with the curriculum while promoting critical thinking in a student-centric approach. This workshop included an overview of the tool, highlighting the steps faculty should take in creating a viable path structure such that students receive meaningful feedback as they interact with the activity; the pedagogical rationale of implementing the option; and a first-hand faculty perspective from Brittany Feijoo (International Health). [Please note that the first few minutes of this session were not included in the recording.]
Dean's Office Faculty Workshops: Best Practices in the Virtual Classroom (56 min) | transcript
Philip Jordan, PhD; Jennifer Applegate, PhD ’20, MSPH ’12; and Beth McGinty, PhD
Continuing the theme of Strategies for Moving to a Virtual Classroom, Elizabeth Stuart, PhD, Associate Dean for Education, facilitated a conversation with some of our distinguished colleagues, discussing several best practices arising from the many lessons learned in the first year of the pivot to the virtual classroom. Faculty reflected on their personal experiences and discoveries in finding what works best both for the students and the faculty teams in the "new" online environment we were all forced to adapt to one year ago.
In this Teaching Toolkit workshop, CTL highlighted some CoursePlus options for students' self-regulation as applied to the Universal Design for Learning (UDL) framework's principle of providing multiple means of engagement. Our newest CoursePlus feature, In-Lecture Quizzes, was highlighted as one of the things that may be purposefully incorporated into a course as a means for students to internalize what they've learned and to understand how they, as individuals, learn best.
Public Health and the Future of Storytelling (60 min) | transcript
The pandemic has driven both students and faculty from the classroom and forced all of us to turn our homes into remote teaching spaces. Now that we have some experience under our belts --and we have survived a few academic terms-- how can we expand our thinking to engage learners, and find ways to re-envision storytelling? In this workshop, Instructional Designers and Video Producers from the Center for Teaching and Learning showcased evidence-based innovations that engage learners through unique storytelling.
Dean's Office Faculty Workshops: Student Engagement in the Virtual Classroom (53 min) | transcript | presentation slides
Ryan David Kennedy, PhD and Jamie Young, PhD
Ryan David Kennedy, PhD and Jamie Young, PhD were the special guests in this Dean’s Office workshop, continuing along the theme of Strategies for Moving to a Virtual Classroom. They shared their experiences and successful techniques in ensuring student engagement and interaction with their courses, other students, and the faculty teams. A brief overview of Universal Design for Learning (UDL) kicked off the session so participants could really take to heart an understanding of exactly why engagement matters.
Critical Online Service-Learning: Connecting with Communities in Online Education (55 min) | transcript | presentation slides
This special workshop presented jointly with SOURCE highlighted ways for courses to engage with communities, deepen relationships with students, and develop meaningful and collaborative projects using critical online service-learning pedagogy. This session examined the value of connecting with communities in online courses. It also explored solutions to common challenges when blending service-learning and online pedagogies.
Brian Klaas, Instructor (MMI) and CTL's Senior Technology Officer, led this presentation that highlighted several new enhancements and improvements to the CoursePlus Quiz Generator (QG) tool. He focused on features built into the QG over the past six months including the combo question, "tag rule" quizzes, quiz sets, and multiple choice question improvements: randomization and rich text formatting. Other call-outs included essay questions' word counts and templates; new options in the matching lists question type; and administrative enhancements including copying quizzes from other offerings, grading guidance and more.
Amy Pinkerton, MIDT; Jennifer Deal, PhD '13, MHS '07; Doug Hough, PhD; and John McGready, PhD ’08, ScM
This workshop saw Elizabeth A. Stuart, PhD, Associate Dean for Education, joined by CTL's Amy Pinkerton, MIDT; Jennifer Deal, PhD (Epi); Doug Hough, PhD (HPM); and John McGready, PhD (Biostats). In continuing the July 2020 discussion regarding designing effective online assessments, specific attention was given to the careful consideration and experiences that have made varied assessment techniques successful. Highlights include considerations of the distance platform, a focus on assessment objectives in determining the type of assessment, the benefit of reflecting on assessments toward improving their design and facilitation, and several opportunities afforded by the CoursePlus Quiz Generator tool.
Mia Lamm, MSIS, MSLIS; Marie Diener-West, PhD ’84; and Beth Resnick, DrPH, MPH ’95
October 20, 2020
Moderated by Elizabeth A. Stuart, PhD, Associate Dean for Education, Professor. Presenters: Mia Lamm, MSIS, MSLIS, Center for Teaching and Learning; Marie Diener-West, PhD ’84, Department of Biostatistics Chair, MPH Program; Beth Resnick, DrPH, MPH ’95, Department of Health Policy and Management, Assistant Dean for Practice and Training. This session began with Mia Lamm's pedagogical discussion regarding "How do We Facilitate Engagement in a Virtual Class?" This led to both Drs. Diener-West and Resnick to discuss their own experiences in online engagement techniques and activities, including an open discussion that generated questions and ideas for all participants. Mia's presentation slides are available as a PDF.
A separate, standalone presentation of Mia Lamm's overview is also available: How Do We Facilitate Engagement in a Virtual Class? (8 min) | transcript
Using Zoom Tools and Features to Promote Active Learning (54 min) | transcript | presentation slides
LiveTalks and virtual class sessions have the option to use many Zoom tools and features, but it is sometimes difficult to determine when to actually use these tools. This CTL Teaching Toolkit Workshop will focus on the pedagogical aspects of live sessions and how to use Zoom to enhance your teaching strategy and promote active learning. The session's presentation is available as a PDF.
What's New in CoursePlus (56 min)
Brian Klaas facilitated this fast-paced, very full session that covered several CoursePlus enhancements that have gone into production over the past several months. Highlights include the robust Quiz Generator, Class email, and Peer Assessment tools.
Elizabeth Stone, PhD Student, Anna Kalbarczyk, MPH, DrPH ’20, and John McGready, PhD ’08, ScM
This Dean's Office Faculty Workshop was moderated by Elizabeth Stuart, PhD, Associate Dean for Education. The presenters shared invaluable strategies garnered from their experiences over the spring and summer terms in the shift from on-campus to remote learning that they encouraged attendees to consider in preparation for the fall terms. The session was particularly engaging in discussing and using some of Zoom's tools (polls, whiteboards) and further discussing use cases for other Zoom tools. In addition, they advised the importance of planning and preparation, the shifting roles and dynamics of faculty teams and students, and even when it was appropriate to set up separate Zoom meetings for student-TA groups.
Kathy Gresh, Instructional Design Manager, Center for Teaching and Learning; Alain Labrique, PhD ’07, MHS ’99, MS, Associate Professor, Department of International Health; Ash Davison, MD, MS, Assistant Lecturer, Department of Health Policy and Management
This session began with a top-level overview of several best practices for designing and facilitating both asynchronous and live, synchronous online discussions. This led to a dynamic, hands-on learning opportunity for some of the favorite techniques employed by Drs. Labrique and Davison in their online teaching experiences include an opportunity for participants to experience Zoom's breakout rooms, whiteboard, and polls.
Dean's Office Faculty Workshops: Designing Effective Online Assessments (60 min) | transcript | presentation slides
Brian Klaas, Senior Technology Officer, CTL and Instructor, Molecular Microbiology and Immunology; Jennifer Deal, PhD '13, MHS '07, Assistant Professor, Epidemiology; Jon Vernick, MPH '94, JD, Director, Office of Academic Integrity, Associate Chair for Academic Programs, Department of Health Policy and Management
Another in the series of Dean's Office Faculty Workshops, this session discussed what makes an assessment "effective" and offered different ways to think about the assessment, including unique opportunities offered in the online platform. Experiences were shared, including academic integrity as a central theme in considering redesign.
Elizabeth Colantuoni, PhD ’07, ScM, Senior Scientist, Department of Biostatistics; Adam Koon, PhD, MPH, Assistant Scientist, Department of International Health; Daniel J. Barnett, MD, MPH ’01, Associate Professor, Department of Environmental Health and Engineering.
Continuing the Dean’s Office Faculty Workshops summer series on Strategies for Moving to a Virtual Classroom, this session shared the personal experiences - both positive and sometimes frustrating - of three faculty whose efforts in adapting their courses from on-campus to online were successful and received positively, as evidenced by their students' course evaluations. Their sharing led to a larger discussion with several takeaways including potential opportunities and solutions to hurdles encountered in our shift to remote instruction in time of the pandemic.
Ryan Kennedy, PhD, Assistant Professor, HBS; Meghan Davis, PhD ’12, MPH ’08, DVM, Associate Professor, EHE; Amy Pinkerton, MIDT, Instructional Designer, CTL.
Continuing the Dean’s Office Faculty Workshops summer series on Strategies for Moving to a Virtual Classroom, this session provided an overview of some best practices for behavioral and cognitive student engagement as well as first-hand experiences, including challenges and success stories, from the perspective of JHSPH faculty. A lively Q & A session concluded the workshop with many helpful suggestions and opportunities for continued discussion.
Dean's Office Faculty Workshops: Enhancing Your Professional Web Presence (51 min) | transcript
Chip Hickey, Multimedia Services Manager, BSPH IT Client Services/Multimedia; Joseph O’Hagan, Multimedia Supervisor, BSPH IT Client Services/Multimedia
This was the first of the Dean’s Office Faculty Workshops: Strategies for Moving to a Virtual Classroom, a summer series providing strategies and tips to assist faculty who need to move physical, onsite classes to virtual classroom experiences. This session will focus on technical aspects of ensuring high-quality audio and video at home, with time for discussion, and Q & A. The links shared in the session's chat include Virtual Meeting Tips (Camera, Lighting, Sound); Amazon Wishlist of Recommended Hardware; BSPH Branded Virtual Backgrounds; BSPH Virtual Conferencing Hardware Purchase Requests.
Saving Time and Organizing Your Class with CoursePlus (63 min) | presentation slides
As faculty at the school move to a remote teaching model, knowing how to use CoursePlus — the school's learning management system — is more important than ever. Many tools in CoursePlus can save you time and minimize the hassles of course administration. Whether or not you're familiar with CoursePlus, this session introduces time-saving tips for making the system work for you and your students. This includes information on: a digital syllabus for keeping your students on track with your course goals; Drop Boxes for collecting student work; an Online Library for document organization (and posting your Zoom recordings); delivering online exams; and a Gradebook for keeping students apprised of their performance in your class.
Creating Supportive Classroom Environments (Online and in the Classroom) (58 min)
Student engagement is key for any online or classroom course, but often times faculty face challenges that disrupt learning or impede students from completing coursework on time. In this workshop, faculty and TAs learned to recognize common challenges to student engagement and how to create an evidence-based supportive learning environment (both online and in the classroom) to meet these challenges head-on.
Transitioning In-Person Exams to Online Assessments (62 min)
This session was dedicated to moving assessment activities from the face-to-face classroom to the remote, online platform. It focused on incorporating academic integrity through clear communication and proactive design. In addition, participants learned about alternatives to traditional exams that can be considered for both formative and summative assessments; options for maintaining existing exam formats in the online platform; and CoursePlus tools and their settings that allow faculty to build new, and sometimes stronger, methods of assessment plus techniques for efficient grading and personalized feedback.
We offer several opportunities for LiveTalk training in person (in the NSPH Multimedia studios) at the start of every term. In response to recent events, for Term 4 AY19-20 we shifted the training to be online. This recording was made during one of our three sessions. It teaches navigating several techniques important to managing a LiveTalk, specifically as related to Zoom. It's worth noting -- managing a LiveTalk is definitely not the same as simply having a meeting via Zoom!
Teaching for the New Decade: New Lenses and Innovative Strategies (1h 19m)
Ashwini S. Davison, MD, MS; Tyler Derreth, PhD; Debra Roter, DrPH ‘77, MPH ‘75; Brian W. Simpson, MPH ‘13, MA; and Paul B. Spiegel, MD, MPH ‘96
This special event, the first in the Seminar Series on Innovative Teaching hosted in partnership with the JHSPH Dean's Office, highlighted how ingenuity and imagination have transformed the educational experience at the Bloomberg School. A panel of five esteemed JHSPH faculty discussed the impact and power of innovation in their own courses.
This special Toolkit Workshop began with a conversation talking about attendees' LiveTalk experiences before sharing several positive examples of the various form a valuable LiveTalk might take. The session focused on learning, personal connections, and the other opportunities afforded by LiveTalks. Topics included things to do before a LiveTalk to prepare, ideas for engaging the students, and things to do after the LiveTalk all in an effort to make sure everyone gets the most out of a purpose-filled LiveTalk. NOTE THAT THIS RECORDING WAS MADE PRIOR TO THE BSPH SHIFT TO FACULTY SELF-RUN, REMOTE LIVETALKS so some content, such as mentions specific to the studio and multimedia support, is no longer applicable to our LiveTalks.
In this workshop, we discussed options for keeping the classroom conversation and learning going regardless of weather, unexpected travel, or other interruption to our routines. This included an overview of how best to implement these contingency plans, beginning with a clear communication of expectations to students. Several options for making an asynchronous, impromptu recorded lecture were provided. Plus we discussed how to use Zoom for a synchronous, “live streaming" option.
Open Education: Finding, Using, and Licensing Open Teaching and Learning Materials (48 min) | presentation slides
CTL was happy to welcome Caitlin Carter, Scholarly Communication and Open Access Policy Fellow at the Welch Medical Library, as the facilitator for this Toolkit workshop. The session discussed finding and using openly licensed teaching and learning materials, including open educational resources (OER). OER allows instructors to flexibly and transparently create and reuse learning objects like videos, lecture slides, textbooks, images, and course modules in their own classrooms. Participants learned to identify the characteristics of Open Education; summarize Open Education's position within the Open Movement (related to Open Access and Open Science); assess copyright and open licenses to determine the proper use of teaching and learning materials; and determine strategies for finding relevant Open Educational Resources.
In this special workshop, presented in coordination with SOURCE, attendees heard from expert panelists on making professional practice a meaningful part of teaching. Attendees also learned about the new JHSPH service-learning and MPH practicum course designations and how their courses could qualify.
Learning From Others: Incorporating Peer Assessments into your Course (37 min)
This workshop presented the benefits of peer learning and emphasized how to incorporate peer assessments into an online or face-to-face (onsite classroom) course using the CoursePlus Peer Assessment Tool. The PDF of the session's slides is available for download.
Efficient, Valid, and Reliable: Applying Rubrics to your Grading Strategy (53 min) | presentation slides
This toolkit featured Dr. Sarah Poynton, who showcased how rubrics are used in the Writing Studies part of the EPIC faculty Scholars program at the Johns Hopkins University School of Medicine. Participants learned about the benefits of using rubrics, their essential components, and how to devise and incorporate rubrics into a course. The PDF of the session's slides is available for download.
AY 18-19 and Earlier
Creating Universally Accessible Content - The Work Continues (56 min) | presentation slides
This toolkit reviewed the concept of Universal Design as a lead-in to describing Universally Accessible Content. Selected best practices for editing Microsoft Office documents were discussed and shown on sample documents, available to participants for download. These practices all go toward passing the software’s built-in accessibility checker, thus reaching and engaging more people across more platforms.
Shakespeare to Spielberg - Using Techniques from Film & Stage to Make your Presentations More Impactful (1h 20 min) | handout
This Toolkit workshop, facilitated by Brian Klaas, introduced techniques for creating and presenting engaging and impactful lecture presentations — lectures that are easier for the brain to encode, process, and retrieve when needed — by utilizing directorial and editing techniques from both film and the stage. Techniques including personas, pace, and composition (including focusing on the right information at the right time) were discussed as parts of a planned, cohesive design that can develop into an emotionally arresting presentation.
Teaching, Learning and Doing: A Discussion on the Benefits of Service-Learning Pedagogy (55 min)
CTL teamed with SOURCE to facilitate this special panel discussion with Shannon Frattaroli, PhD (HPM); Terri Williams Powell, PhD (PFRH); and Melissa Davey-Rothwell, PhD (HBS). These SOURCE Service-Learning Faculty Fellows shared how they have successfully applied the service-learning model to their teaching.
Evaluating Deep Learning: Assessments for Higher-Order Thinking Skills (HOTS) (49 min) | presentation slides
CTL was joined by Dr. Gundula Bosch, Director, R3 Center for Innovation in Science Education, in facilitating our Teaching Toolkit Workshop on Evaluating Deep Learning. In this session, assessment options that promote Higher-Order Thinking Skills (HOTS) were discussed, including showcasing sample assessments that demonstrate the use of HOTS.
This session discussed the importance of active learning practices, effectively engaging students and allowing a deeper connection with their learning. Scaffolded instructional activities applicable and adaptable for the online and on-campus classes were presented, including a discussion of challenges and strategies for successful implementation.
Strategies for Aligning Course Workloads with Credit Hours (57 min recording) | presentation slides
Sara Hill, from the Office of Academic Affairs, facilitated this session that not only explained our credit hour structure but discussed the difficult nature of estimating course workloads -- especially time beyond the in-class lecture or online lecture media. In addition to recommended best practices for aligning the student workload with course objectives, several resources were offered to assist in strategically estimating learning time across credit hours and platforms. The distributed resources, including the workload worksheet, are available through the BSPH Course Resources internal website (login required).
This session highlighted creative uses of the Quiz Generator tool beyond the standard, traditional Q & A. It also provided an overview to some of the setup and sharing options before focusing on some of its hidden gems and frequently asked questions. Quiz Generator guides are available on the Toolkit shelf.
Collaborative and Communication Tools: The CoursePlus Discussion Forum (57 min) | presentation slides
This session featured the CoursePlus Discussion Forum. The tool was presented from setting it up for student use to implementing it in the gradebook. Best practices and implementation strategies were identified before SPH faculty member Dr. Hannah Lantos showcased how the Discussion Forum is used in her course.
Creating Universally Accessible Content: Why and How (63 min) | presentation slides
The Toolkit introduced principles that help remind and encourage us why we should be concerned with Universally Accessible Content. It also presented several specific practices that should become our routine for presenting and authoring materials that are better for everyone. We want to foster a culture that routinely employs simple steps to reach and include more people across more platforms.
Tales from the Field: Using Case Studies and Case Examples (52 min) | presentation slides
In this Toolkit session, Dr. Mary Fox gave a firsthand account regarding how she is using topical environmental health policy issues as case examples and case studies while teaching the Risk Sciences and Public Policy certificate program. Her presentation, which did not focus on the case study research method, highlighted a variety of assignment formats that develop both qualitative and quantitative skills including analyzing specific examples using coal combustion waste and pesticide mixtures in foods. Dr. Fox also relayed anecdotes on how the students' experiences with these assignment types have allowed them to apply what and how they learned to employment and other professional experiences.
This session focused on the CoursePlus Gradebook tool, including its customizations, its tie-ins to other CoursePlus tools, its most recent upgrades including extra credit options, and more.
The Merits of the Transparent Gradebook inside CoursePlus (61 min) | presentation slides | handout
This Toolkit Workshop highlighted the benefits of using the online Gradebook as both a means of record-keeping and as a pedagogical choice in opening communication with and fostering motivation in your students. Various research findings and sample scenarios were discussed to lead participants to further consider how they might best use the Gradebook. As a part of this Toolkit, we demonstrated specific features of the CoursePlus Gradebook module.
Preparing a PowerPoint for Narration in the Studio
This session brought members of the CTL Technical Writing, Audio Production, and Instructional Design Teams together to offer helpful tips for developing and delivering a narrated PowerPoint lecture in preparation for a CTL studio recording. The benefits of modularization, good slide design, strategies for accessibility, and recording best practices were highlighted while focusing on the 3 P’s – Planning, Preparation, and Performance. While the session was geared for preparing and recording a lecture in the CTL studio, the shared strategies and techniques can be applied to narrating a PowerPoint with any teaching and learning platform.
This workshop focused on dissecting and understanding different types of rubrics, and examining their benefits for both faculty and students. Strategies for building and integrating the rubric were discussed. The session's takeaway gave participants a better understanding of creating and using a rubric that sets clear expectations for students, all while streamlining grading practices. The session's handouts are available as PDFs: Designing a Basic Rubric, Example Rubrics.
In CTL’s continued exploration of alternatives to the traditional lecture-driven class, guest facilitators Dr. David Jernigan and Ayelet Hines shared their experiences on the merits of Experiential Learning, specifically as the method was applied to their course on “Theory and Practice in Campaigning and Organizing”. They were accompanied by a student who was able to share her perspective and give positive testimony to the practice. In their course, students are paired with organizations over two JHSPH terms while they develop a campaign plan and apply the knowledge gained in their field experiences to a final paper and presentation.
Guest facilitators Dr. Janice Bowie and Lee Bone led the second part of the workshop, sharing their perspectives using the Harvard case-based method of teaching and learning. The course they have taught together (with Suzanne Greene - SOM) that applies this pedagogy is an introductory course into community-based participatory research (CBPR). Their presentation included a background in case-based learning (CBL) before sharing specific applications using the method in public health training and in CBPR. Here, too, a student was able to share their perspective on this lecture alternative.
How likely are you to use something “found” in your work only after seeking copyright status or permission? This session challenged some common misconceptions about fair use, classroom exceptions, and “government works as public domain" by laying the groundwork to clarify several copyright basics. Examples of special conditions for using copyright-licensed work (including, but not limited to, Creative Commons) were provided as well as specific suggestions for requesting permissions and documenting your efforts. The session's handouts are available as PDFs: ARL's Fair Use Myths & Facts (CC BY 4.0), Creative Commons Licensing (CC0), and ARL's Know Your Copy Rights (CC BY-NC 2.5).
Access and Experience: Creating Compelling Course Content for Today’s Visual Learners (53 min) | presentation slides
Hosted by Dave Toia, the CTL Video Production Coordinator, this workshop discussed the evolution of visual media being used in our classes and challenged participants to rethink how media can be created to bring particular meaning and connections with today's visual learners. A sampling of innovative content created by faculty and CTL over the last two years was shared for both background knowledge and inspiration.
This workshop addressed the unique challenges faced by large enrollment courses including student participation and communication. We discussed implementing practices to overcome these challenges in both online and face-to-face courses. The sessions' handouts ("Engagement Strategies and Tools for Large Enrollment Courses" and "Large Class Scenario Worksheet") are available as PDFs.
In this workshop, our medical illustrator joined us in leading a discussion on the power, purpose, and clarity of images in lectures and other classroom artifacts. Takeaways included the pedagogical rationale and implications for incorporating images in your course materials; design considerations, including being mindful of the accessibility principles of Universal Design for Instruction (UDI); and pointers on finding image sources whose permissions include appropriate exceptions to copyright protection. The session's distributed documents are available as PDFs: Legal Concerns handout & Image (Open Access) Resources.
This session reviewed the strengths and limitations of multiple choice (MC) questions before discussing some general tips on writing MC questions, including those that challenge higher-order thinking skills (HOTS). Sample files used in the presentation can be downloaded from within the recording or here: Revised MC Questions and Which One is Better. Additional tips and examples of HOTS MC questions can be found in this article from Learning Solutions Magazine.
Mary Fissell, PhD gives us her first-person experience as faculty on how VoiceThread has enhanced the course experience, lessons learned in its implementation, and when and where students most positively responded to it. In addition, the following is touched on: key features and a review VoiceThread basics; an explanation of how VoiceThread can be exported and used as part of a lecture inside of CoursePlus; best practices and options for integrating VoiceThread as a student activity.
Topics included: the pedagogical rationale for including images; the selection of images, sources, and related legal concerns (including a review of how to find sources that meet copyright law); and an introduction to best practices for incorporating images so that your materials are universally accessible.