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 listed below are arranged chronologically. Use the drop-down menu to navigate to videos for a specific academic year. Optionally, you can search our entire collection by title and/or key words.
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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.
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Open Education: Finding, Using, and Licensing Open Teaching and Learning Materials (48 min) | presentation slides
November 2019
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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.
May 2020
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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.
March 2020
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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!
February 2020
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 BSPH Dean's Office, highlighted how ingenuity and imagination have transformed the educational experience at the Bloomberg School. A panel of five esteemed BSPH faculty discussed the impact and power of innovation in their own courses.
April 2020
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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.
All Academic Years (AY)
December 2019
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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
November 2019
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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.
Making Practice Meaningful: How to Design a Successful Service-Learning Course featuring SOURCE (62 min)
October 2019
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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 BSPH service-learning and MPH practicum course designations and how their courses could qualify.
October 2019
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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
September 2019
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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.
AY22-23
December 2022
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
November 2022
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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.
Key words: managing teams, teaching team, who does what, responsibility
Dean's Office Faculty Workshop: Course Design… Backwards! (60 min) | transcript | presentation slides
April 2022
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.