Getting Started | Course Administration and Management | Lecture Technologies | Discussion Technologies | Group/Team Technologies | Inclusive Technologies | Active Learning Technologies | Experiential/Service Learning/Fieldwork Technologies | Assessment Technologies
This section presents resources and tips to support and catalyze innovative teaching and learning at Tufts through purposeful uses of technology and media. There are a broad range of needs for educational innovations at Tufts. You may choose to implement one or few technology-based solutions to increase student engagement in class. You might be designing and delivering a course for the first time in an online or blended or flipped format.
General resources to get started:
Tufts currently offers two Learning Management Systems (LMS) to facilitate teaching, learning, and assessment.
Trunk, used by schools on the Medford campus and some other graduate programs across Tufts. In addition to course sites, offering any Tufts member with an option to create a project site for academic collaboration, resource sharing, and communication.
TUSK, used by schools in Health Sciences (Tufts’ Medical, Dental, Veterinary and Biomedical Sciences). Similar to Trunk, with additional health-science related teaching tools such as cases, patient logs, Virtual Microscope
Supplemental: Tufts Box, 20GB online storage space provided to all Tufts members for document collaboration and sharing. Useful for streamlining highly collaborative projects in your course, supplemental to your course management tool
Educational Technology Services (ETS) (firstname.lastname@example.org) are available for consultations on:
ETS collaborates closely with the Center for the Enhancement of Learning and Teaching (CELT) for broader consultation and faculty development programs for effective design of instructional and learning experiences.
Lecture technologies offer various opportunities to enhance delivery and presentation of your lecture content and interaction with your students.
Lecture capture tools allow you to create recordings of your lecture (audio and video) and presentation materials on the screen, and share them later with your students in Trunk or TUSK.
Not sure which lecture capture tool is right for you? See lecture technologies supported by Tufts.
Some best practice tips in preparation for recording:
Classroom response tools can help make large lectures more interactive. Clickers and Learning Catalytics allow you to poll your students, pose questions, and share responses.
Discussion tools can be used to encourage students’ active participation in discussions during your class or to facilitate online discussions as pre- or post-class assignments. Discussion assignments can be simply designed as a means to converse with students before or after class or more structured so that it requires reflective writing from students related to course content. In blended or online courses, online discussion is a major teaching vehicle for student interactions with content, instructors and students.
Some best practice tips for using discussion tools:
Need help selecting a discussion tool? See discussion technologies supported by Tufts.
You can organize and conduct group work to enhance student interaction in your teaching, using the following tools that are specifically designed with group features. Most of these tools offer multiple ways to form groups on the system. Consider using:
Trunk Groups | TUSK Groups, to set up learning activities such as forums and quizzes for groups of students, especially useful for a large class
Learning Catalytics to and streamline the process of conducting effective group teaching models such as Peer Instruction or Team-Based Learning (see more on Active Learning Methods in the Teaching Strategies section)
Trunk Piazza to enable agile group interaction and forums among students, very useful for small group teaching, lab/recitation, and project-based learning
Spark Wiki to allow for collaborative writing and documentation for group work
There are some technology-based considerations related to promoting inclusive teaching (see definition in Teaching Strategies). Using technology and different forms of media, you can create more flexible and alternative learning environments for learners.
Universal Design for Learning (UDL), a framework to improve and optimize teaching and learning for all people
Resources for implementing UDL with technology: flexible multimedia, accessible educational materials and web-based presentation
Diverse needs of online students (Faculty Focus)
Tufts' accessibility services and resources
A short summary of active learning ideas (Duke)
Some model experiments: Technology-Enabled Active Learning (TEAL) (MIT) & Active Learning Classroom (U of Minnesota)
See also the sections on technologies for Discussions and Lectures
Experiential learning defined (UT Austin)
e-Portfolio, “a purposeful collection of sample student work, demonstrations, and artifacts that showcase student's learning progression, achievement, and evidence of what students can do” (UC Berkeley)
Technology-driven Service Learning: The Instructor's Role and the Student's Experience (EDUCAUSE)
Digital ethnography, a social science research “method for representing real-life cultures through storytelling in digital media” (UTexas Press) & Michael Wesch, a leading expert (Kansas State)
Technology outside the classroom (Vanderbilt)
Contact email@example.com for help with technologies that support experiential and service learning
Tufts Qualtrics Survey to collect data on student learning and feedback on your teaching
When assessing student learning, consider Discussion tools such as Clickers and Learning Catalytics for frequent low-stake assessment or multimedia-based method
See Trunk Tests & Quizzes, Feedback tool & TUSK Quizzes
ePortfolio allows students and instructors to present a collection of learning evidence and reflection on progress
Examsoft is used by health-science schools for paperless formal exams