#FutureEd Initiative: Pedagogical Innovations Wiki

#FutureEd Initiative: Pedagogical Innovations Wiki

Share your strategies for making the classroom engaged, interactive, and open.  This wiki includes models of pedagogical innovations that are transforming the way we teach and learn.



When adding an innovation or editing another contribution, please use the format included below. Please post new entries at the top of the list.

You must be a member of this group to edit this wiki - to join, click the orange "Group Actions" button on the right and select Join Group. For information about editing a wiki on HASTAC, click here

Format Template for copying for your wiki entry:


Source or Location: 

Short Description:




Title: Friday Morning Coffee and Discussion            

Source or Location: State University of New York at Fredonia

Short Description: A discussion group that met during the six weeks of Dr. Davidson's MOOC, "The History and Future of (Mostly) Higher Education." The group was led by the Provost and Vice President of State University of New York at Fredonia, Dr. Terry Brown. Over the six weeks, about twenty-five faculty, staff and students joined the conversation, and many more signed up for the MOOC. Dr. Brown prepared discussion questions each with for the group.

URL: http://provostbrown.wordpress.com

Keywords: Discussion Session, MOOC, Future of Higher Ed


Title: Social Media Literacies            

Source or Location: Stanford University

Short Description: This class, taught by Dr. Howard Rheingold, introduces students to both the literature about and direct experience of new literacies:research foundations and practical methods to control attention, attitudes and tools necessary for critical consumption of information, best practices of individual digital participation and collective participatory culture, the use of collaborative media and methodologies, and the application of network know-how to life online. Contrasting perspectives are offered in the readings and explored through classroom and online discussion. In each three hour class, the instructor will lecture for approximately one half hour, student project teams will present and facilitate discussion about mindmaps, learner lectures, and the lexicon for approximately one half hour, students will engage in group activities for about an hour, and instructor will facilitate full class discussion for about an hour. Students actively collaborate and cooperate in their learning during and between classes through small group discussions, collaboration to ams, and face to face exercises, forums, blogs, mindmaps and wikis.

URL: http://socialmedialiteracies.com/about/course-description/

Keywords: Digital Literacies, Pedagogy, Future of Higher Education


Title: KnowledgeWorks Forecast 3.0; Recombinant Education: Regenerating the Learning Ecosystem

Source or Location: Bill Meador, CNM Community College and TedXABQ

Short Description: Recombinant Education, modelled on genetic recombination, identifies five disruptions that will reshape learning over the next decade, and devises creative responses to prepare students for the future. The main motor of these disruptions is digital technology, but the five disruptions manifest in diverse areas: they are democratized startup, high-fidelity living, de-institutionalized production, customizable value webs, and shareable cities. 

URL: knowledgeworks.org

Keywords: democritization, big data, self-directed learning, open governance


Title: CRI Leadership Programme: Teaching Through Research Workshop             

Source or Location: Ariel Lindner, PhD, Margaux Calon; Marais district, Paris, France

Short Description: The Leadership Program Workshop (Mar. 23 - Apr. 2) aims to shed light on the complementarity between teaching and research and to help teachers to extend the range of their skills by engaging with their peers who, like themselves, work at the frontiers of education and research. This innovative and interactive workshop will offer top young academic teachers and researchers the unique opportunity to benefit from the experience and advice of world leaders with proven track records of developing innovative ways of 'Learning and Teaching Through Research.' With their support, the selected cohort will be part of a hand-on effort to design their own curriculum and courses, gain and develop state-of-the-art approaches, tools, and methodologies, share best-practices through collaborative exchanges with experts and peers during the workshop. All participants are encouraged to bring, share, and develop their approach and their reflection upon it. The cycle will continue through futher encounters, following a year's practice at the home institution for evaluation, exchanges of best-practice, and networking with the next cohort of participants. A peer-review effort will be put in place where geographically interconnected participants will carry out cross-visits for feedback and support.

URL: http://cri-paris.org/leadership-program/

Keywords: teacher-researcher, networks, MOOC, Open Classroom, Workshop, P2P Evaluation


Title: How Organisms Communicate               

Short Description: 

This is a freshman seminar course about animal communication that uses team-based learning and a flipped-classroom.  The course explores the communicative world of animals and the fundamental principles of evolution that shape communication systems.  Our approach employs team-based learning in a flipped classroom: students learn course material outside of class through video lectures, multimedia presentations and readings.  Class time is reserved for group work where learning is applied through discussion, projects, and short writing assignments.  Through these activities students are learning to interpret scientific literature, communicate ideas through writing and speaking, and work as teams to solve problems. Our students are learning about the function and evolution of animal communication systems, but more broadly, they are gaining an understanding and appreciation of the scientific process. Perhaps most importantly, students are learning how team-work and multidisciplinary approaches help to advance understanding of complex problems. 

Two hallmarks of our approach to the course are the presentation of course material through online video lectures, and reading scientific research articles in an interactive way using "annotations" in the online discussion platform Rap Genius (http://rapgenius.com).  Using Rap Genius, students interact though online discussions as they read and interpret scientific research.  See an example of a paper annotated by students prior to class.


Flipped classroom, Rap Genius, team-based learning, video lectures, multimedia presentations



Title: Blended Learning Task Force and Focus Group

Location: Fordham University

Source: Kristen Treglia

Short Description:

Fordham University is running a campus focus group series based off the History and Future of Higher Education MOOC. Using material from the MOOC as a jumping-off point for discussion, the group has created both a wiki and blog to share their thoughts on the process, and holds regular book-club inspired meetings. Kristen Treglia, an instructional technologist at Fordham, will be working with her planning committee to discuss their next steps. They will be preparing a report for the  Blended Learning Task Force, created by the University President, to explore issues related to technology in the classroom, online learning, and hybrid courses.

Dates, Meeting Places, and Topics for Discussion:

January 30:  History of Education (RH: McGinley Ballroom; LC: room 518)

February 6:  Theories of Education and Learning (RH: McGinley Ballroom; LC: room 518)

February 13:  Digital Literacies (RH: McGinley Ballroom; LC: room 518)

February 20:  Innovations to Curriculum (RH: O’Keefe Commons; LC: room 518)

February 27:  Innovations in Pedagogy and Assessment (RH: O’Keefe Commons; LC: room 518)

March 6:  How Can We Implement Changes at an Institutional Level?(RH: McGinley Ballroom; LC: room 518)


Fordham University official blog:


Discussion Group Wiki:


Discussion Group Blog:



blended learning, meet-ups, blogs, wikis, University Task Forces, F2F learning


Title: Digital Humanities 

Location: Yale University

Source: Laura Wexler (on behalf of Inderpal Grewal and Lauren Tilton)

Short Description:

Currently a work in progress, Yale will be hosting an interdisciplinary, year-long, Mellon-funded seminar in digital humanities. The design of the class will provide graduate students, drawn from a wide array of disciplines, an extra year of support coming after their qualifying exams and before they develop their dissertation prospectuses. The Yale team, comprised of Drs. Laura Wexler and Inderpal Grewal, hopes that an intensive interdisciplinary study of the digital humanities will “alter the scope of students’ ideas and abilities by expanding them in previously unexpected directions.” This is an exciting opportunity for collaboration between HASTAC and the Yale group, as Dr. Wexler and Dr. Grewal work towards gathering information, materials, and designing a syllabus. 


Collaboration, digital humanities, pedagogy, Mellon grants

Title: Scaling Small to Big Participation: The Educational Assessment BOOC

Location: Indiana University

Brief Description:  A small online course had previously been refined using situative theories of cognition and participatory approaches to learning working with dozens of students.  This course and its interactive features were scaled up using Google Course Builder and offered to hundreds of students a Big Open Online Course (BOOC) in Fall 2013.  The course was a success in that persistence rates were much higher most MOOCs and individual and social engagement was high overall and actually increased across the 11 weekly “wikifolio” assignments. This suggests we should scale up open learning gradually and use design-based research methods and situative approaches to assessment and learning.

This research is the latest cycle in program of design-based research that explores the implications of situated approaches to learning and assessment.  By aligning informal, semi-formal, and formal assessment, these efforts have delivered very high levels of socio-technological engagement with disciplinary knowledge while leaving behind dramatically enhanced individual understanding and significantly enhanced aggregated achievement.  Previous cycles of refinement of a small online course on educational assessment had resulted in a number of innovative features and informal learning analytics.  This course was scaled up as “Big Open Online Course” (“BOOC”) that was taught in Fall 2013 using Google’s Course Builder open learning platform.  Most of the features refined and streamlined and/or automated in this effort.  These included personally contextualized registration & participation, assignment to networking groups, personalized “wikifolio” open assignments, anchored peer commenting, contextualized analytics & feedback, peer endorsement & promotion, and open digital badges for completion, leadership, & advanced work.  Analyses revealed impressive levels of persistence (60 of the 160 who completed the first assignment completed the course), engagement (over 80% of persisters engaged in peer promotions and levels of peer commenting, endorsement & promotion increased across the course) and learning (scores on random sample items from the textbook item pool of .84, .76, and .75 on exams and .75 on the final). The local theories were advanced by further elaborating the principles and practices with the notions of consequential knowledge and contextual knowledge. 

The course is now closed and the presence of eight for-credit students prevents us from opening it.  But a sandbox version is here:  and numerous blogposts are available RemediatingAssessment.blogspot.com



Title: MOOCing?

Source or Location: University of California, Berkeley

Short Description:

MOOCing? is a choreographic meta-investigation of online instruction. This artistic project places dance, an art form predicated on liveness, physicality, and corporeality, at the center of conversations about the increasingly mediated future of education in the twenty-first century. The twenty-minute dance is the product of Internet-based collaborations and online instruction between a choreographer working in New York, New York and nine students dancing in Berkeley, California. An accompanying blog and interactions through Google+ and hangouts opens the choreographic process to others who want to collaborate. As an endsemble cast, MOOCing? performers consider what it means to learn movement from someone who is not physically present. They ask, is it possible to bring the specificity of our physical place to each other through the means of the Internet? What does it mean to make traditionally physical dance from afar and online? How does this process add to embodied knowledge? From these questions come a dance about distance, place, and access. 

URL: http://moocingbdp.wordpress.com/

Keywords: arts, dance, MOOC, DOOC, distance collaboration, choreography, online instruction, future of education, mail art, multimedia


Title: Alternative Pedagogies (HASTAC Blog Collection)            

Source or Location:  HASTAC

Short Description: This Alternative Pedagogy collection offers a sampling of the many blog posts HASTAC network members have contributed about different classroom innovations, new ways of teaching and learning, and various pedagogical methods, including those that help students to thrive and to contribute to the demands and challenges of a digtal age. The Alternative Pedagogies collection provides examples of how HASTAC members are innovating teaching and learning.  HASTAC:  Changing The Way We Teach and Learn.

URL: http://www.hastac.org/collections/alternative-pedagogies

Keywords: peer learning, open network, open access, pedagogy, learning


Title:  Blending social, digital and analog media in a History survey


Source or Location: : University of California, Riverside

Short Description: Freshman class on "Violence and Latin American History"  This class is part of the First-Year cluster courses taught at UC Riverside. The classes rarely have less than 60 students, so the challenge has always been how to take 60+ 18 years olds who just got out of high-school and immerse them productively and effectively into the college experience. This year, I am teaching the class with a significant amount of social media as a bridge between the in-class lecture and discussion and each student's individual expererience with the craft of history. We are playing jeopardy via twitter to reinforce reading comprehension and we are live-tweeting the lectures (instead of posting class powerpoints). All exams and quizzes are online, and meetings with students happen in class, in office hours, on google hangout or facebook - the goal is to create engagement and curiosity to mazimize learning. Final projects include wikipedia articles, video projects, digital presentations.  The course is behind a UCR firewall, but the syllabus link is below.


Keywords: hybrid pedagogy, experimental learning, digital history and humanities, IT literacy,


Title:    DOCC  (Distributed Open Collaborative Course)       

Source or Location: FemTechNet

Short Description: "In 2013, FemTechNet initiated a networked learning experiment involving instructors and students from several institutions in the creation of a collaborative open course structure called a DOCC:  Distributed Open Collaborative Course on the topic of “Dialogues on Feminism and Technology The first iteration of the DOCC 2013 will take place from September-December, 2013. Ideas for DOCC courses to interact are listed here, with instructions. Feminism and feminists have been integral to technology innovation, yet as recently as June 2012, the New York Times carried an article about Silicon Valley that opened with the line:  “Men invented the Internet.”  As technology remakes academia and the arts, critical analysis of gender, sexualities, and race have been absent in much of this re-thinking of disciplines and practices..." [The DOCC is a feminist alternative to the MOOC.]  "  A MOOC (massive open online course) is typically organized and branded by a single (elite) institution. A DOCC recognizes and is built on the understanding that expertise is distributed throughout a network, among participants situated in diverse institutional contexts, within diverse material, geographic, and national settings, and who embody and perform diverse identities (as teachers, as students, as media-makers, as activists, as trainers, as members of various publics, for example)."

URL: http://femtechnet.newschool.edu/

Keywords: feminism, technology, distributed courses, open learning, collaboration


Title: DukeEngage             

Source or Location: Duke University

Short Description: “DukeEngage seeks to extend the best, high quality education to social challenges beyond the classroom.  The program provides full funding for select Duke undergraduates who wish to pursue an immersive summer of service in partnership with a U.S. or international community. DukeEngage empowers students to address critical human needs through immersive service, in the process transforming students, advancing the University’s educational mission, and providing meaningful assistance to communities in the U.S. and abroad. As of summer 2013, more than 2,400 Duke students have volunteered through DukeEngage in 75 nations on six continents.”

URL: http://dukeengage.duke.edu/

Keywords: international, global citizenship



Title: Explore: Faculty-Student Partnership Projects

Source or Location: National University of Ireland, Galway

Short Description: Building on earlier good practice at the University of Exeter and Birmingham City University (both, England), NUI Galway launched its 'Explore' scheme which, every year, provides funding for small scale projects that involve collaboration between students and staff (faculty, as you call them in the US!). Only, jointly submitted proposals will be considered. The scheme (which itself is a joint venture between the Office of the Vice President for Innovation & Performance and the Students' Union) covers any form of activity and has, for example included:

  • the development of new teaching & learning resources (eg in Academic Writing, Maths skils, Self-guided field trips, etc)
  • exploration of issues of relevance to student life and experience (mental and physical health and well-being)
  • Civic and community engagement (eg Local transport surveys and planning for the City, arts-related activities)
  • technology innovation (development of range of apps, simulations, videocasting and a QR tagging of trees on campus for further info on species, history of campus, etc)
  • training and skills (coding, video production)

Some projects are listed here:  http://services.su.nuigalway.ie/explore/projects

URL: http://www.su.nuigalway.ie/index.php/explore-home

Keywords: innovation, learning, co-curricular
Title: Community Knowledge Initiative
Source or Location: National University of Ireland, Galway
Short Description:   The Community Knowledge initiative (CKI) was initially funded by a donation from the Atlantic Philanthropies and set out to examine the possibilities for translating the ideas of service-learning/community-based learning into the Irish context as well as promoting volunteering and greater communication between the University and wider society. CKI developed three main strands: (1) Student Volunteering, which has been extremely successful with around 2000 students registering for volunteering opportunities every year and over 1000 of them completing the requirements for the award of a certificate (includes self reflection, compilation of a portfolio, training,  etc); (2) Service Learning, which has now become embedded within 30 degree programmes in the institution, with students undertaking a range of learning experiences that are connected with community organisations and NGOs; (3) community based research partnerships and outreach, which helps match community organisations' research needs with student projects, research groups and similar.
Keywords: service learning, learning, pedagogy, volunteering, community partnerships, civic engagement

Title:  Multiple Choice/Standardized Testing: How to Make It a (Better) Learning  Experience          

Source or Location:  HASTAC: Changing the Way We Teach and Learn

Short Description:   In this blog, HASTAC cofounder Cathy Davidson describes how she takes the static form of the standardized test and, by only offering item-choices that are correct, makes the best of the form by turning it into a learning review.  Research shows that people tend to remember the wrong content offered on multiple choice testing, so, with a little effort, one can ensure that the form of the question and the possible answers only offer accurate, true information from which one makes selections based on relevance to the question, the best choice, and so forth.  Davidson critiques high-stakes summative testing in the "How We Measure" chapter of her book Now You See It and in her Coursera MOOC.

URL:  http://www.hastac.org/blogs/cathy-davidson/2014/01/02/turning-mooc-meta-...

Keywords:standardized tests, summative testing, multiple choice testing, feedback, assessment


Title:  Peeragogy Handbook            

Source or Location: WordPress Site

Short Description: A volunteer-constructed handbook for self-learners who want to create their own courses and/or learning spaces -- from pedagogy to governance to technology.   Inspired via a class led by media analyst Howard Rheingold, a UC Berkeley class made its own handbook for peer-to-peer learning, teaching, collaboration, sharing, and publishing

URL: http://peeragogy.org

Keywords: peer learning, pedagogy



Title: iPod Experiment  (2003)       

Source or Location: Wired Magazine; Duke University

Short Description:  Reversing a trend to simply assume technology was the same as learning, Duke University gave each of its 1,650 incoming freshmen a free iPod as part of an initiative to foster innovative uses of technology in the classroom.  Duke's goal was to have students take the lead in experimenting with creative academic uses for the devices.  Second, third, and fourth year students were also offered free iPods if they came up with learning uses for what, then, was a "music listening device" and could convince a professor to include this use on a syllabus.  Within one semester, more iPods were given away because of student-created learning uses than were given free to freshmen.   The world's first academic "podcasting" conference (in quotes on the poster) occured at Duke because of this experiment which also helped to launch iTunes U.  It was an educational experiment in every way, designed to reverse the trend of simply

URL: http://www.wired.com/entertainment/music/news/2004/07/64282  and http://cathydavidson.com/innovations/ipod-experiment/

Keywords: experimental pedagogy, digital literacy, student-directed learning, technology


Title: DukeImmerse             

Source or Location: Duke University

Short Description: "In 2009, a group of Duke faculty developed the idea of a multidisciplinary, integrated curricular program that would allow students to explore a single issue or problem through the combined lens of four completely integrated courses during a semester. They called this idea “DukeImmerse.” In this model, students enroll in four courses as in a typical semester, but these courses are delivered in a completely integrated fashion, without the constraints imposed by separate meeting times and places. Because students all enroll in the same four courses, they use all their academic time to immerse themselves in one multidisciplinary program for an entire semester. DukeImmerse programs are intended to more closely connect student learning with faculty academic interests, and so are expected to focus on issues that faculty are actively engaging in their own research. Faculty-student interaction is expected to be frequent, informal and collaborative, as one might see in a progressive laboratory or a start-up company. Professors and students have the freedom to dynamically schedule teaching and learning activities, taking advantage of more opportunities to connect classroom learning with the real world, and, if necessary, to leave campus for extended periods to enhance the curriculum."

URL: http://sites.duke.edu/dukeimmerse/

Keywords: interdisciplinary, pedagogy


Title: Crowdsourced Annotation on RapGenius

Source or Location: HASTAC

Short Description: "Rap Genius makes it easy to assign students peer-reviewing or reading and annotating an assignment.   The tool's profile and point system features actually help you simplify other complicated parts of a profs life--like keeping track of who is doing the reading, who is contributing to class interchange, and so forth while also facilitating peer learning." 

URL: www.hastac.org/blogs/cathy-davidson/2013/09/22/heres-instant-way-jump-start-peer-peer-learning-even-easy-huge-lectu

URL: rapgenius.com

Keywords: crowdsourcing, collaboration, online annotation, multimedia


Title:  Experiments in Feminist Learning & The Future of Higher Education           

Source or Location:  Katie King; University of Maryland, College Park

Short Description:  This community is composed of three consituent groups.  One group is involved in one of two UMD courses: an undergrad one and a grad one. Another community of folks is drawn from people at UMD taking the History and Future of Higher Education MOOC who want to add a face to face experience in conversation with others. A third community of folks are drawn from teachers and staff interested in changes in Higher Ed and want to create conversations about what is possible and what is problematic today, generally in the US, in other parts of the world, and at UMD in particular.

URL:  http://experfemlearn.blogspot.com

Keywords:  Feminist learning, Community building, FutureEd, Digital humanities


Title:  Histories and Futures of Humanistic Education            

Source or Location:  David Palumbo-Liu; Stanford University

Short Description:  This course focuses on historic moments during which the idea of education—what it is, for whom it is intended, and with what values—has come into crisis.  This course examines the idea of education as a simultaneously personal, collective, and intensely intellectual endeavor that is both shaped by and shaping societies. The course focuses specifically on the idea of the public good in the relationship between education and democratic values, and it considers the relation of online education to aspects of the humanities.

URL:  http://edf.stanford.edu/educ-217x 

Keywords:  Digital humanities, Online education, History, FutureEd


Title:  Introduction to Digital Humanities: Methods of Knowledge Design              

Source or Location:  Todd Presner; UCLA

Short Description:  This course introduces students to the key concepts, methods, theories, and emerging practices in the “Digital Humanities."  It provides an overview of the field from its beginnings in the post-World War II era to the present, highlighting the major intellectual problems, disciplinary paradigms, and institutional challenges that are posed by Digital Humanities.  The course examines the major epistemological, methodological, technological, and disciplinary challenges posed by the Digital Humanities through a number of specific projects that address fundamental problems in creating, interpreting, preserving, and transmitting the human cultural record.

URL:  http://dh201.humanities.ucla.edu/2014

Keywords:  Digital humanities, FutureEd, Methods, Knowledge design, #UCLADH201


Title:  Digital Literary Studies: Histories and Principles             

Source or Location:  Jentery Sayers; University of Victoria (Canada)

Short Description:  This course focuses on "arguing with computers."  This focuse underscores the use of computers and computational methods to make claims about literature and culture. By extension, participants in the course consider how such methods shape our understanding of the purposes and aims of literary and cultural criticism.  Students in the course use research logs to share their ideas regarding a host of provocative questions including: "Are computational methods more “scientific” or “objective” than non-computational ones? Are they reductive? Are they too quantitative, or ever qualitative, or potentially ambiguous? How (if at all) do they facilitate exegesis, hermeneutics, or deconstruction? 

URL:  http://uvicmakerlab.github.io/507/

Keywords:  Computational methods, Digital humanities, FutureEd, Literary criticism



Looking forward to following these great projects.


Thanks for the contribution.  We have so much to learn from each other!


Title:       Freshman class on "Violence and Latin American History"       

Source or Location: University of California, Riverside

Short Description: This class is part of the First-Year cluster courses taught at UC Riverside. The classes rarely ahve less than 60 students, so the challenge has always been how to take 60+ 18 years olds who just got out of high-school and immerse them productively and effectively into the college experience. This year, I am teaching the class with a significant amount of social media as a bridge between the in-class lecture and discussion and each student's individual expererience with the craft of history.

We are playing jeopardy via twitter to reinforce reading comprehension and we are live-tweeting the lectures (instead of posting class powerpoints) - I am going to explore the possibility of having students live-tweet the class, but have to extablish parameters first! Students will also have two assignments for which they will "live-tweet" a historical event. They have a folder if primary sources on Columbus' arrival to the Americas, and they will have to embody one of the many actors in those initial moments of contact to report their POV based on what the primary sources allow them to imagine/relate. I was inspired by Kathy Inman-Behrens LA Flood Project on twitter for this.

The lectures and discussion are intense exercises of participation and exploration of primary sources, that are only digital in that they have been scanned. The in-class structure is actually fairly traditional, except that its success is bolstered and scaffolded by the many out-of class exercises and assessments, most of which happen on digital platfroms. 

All exams and quizzes are online, and meetings with students happen in class, in office hours, on google hangout or facebook - the goal is to create engagement and curiosity to mazimize learning.

Final projects include wikipedia articles, video projects, digital presentations.  The course is behind a UCR firewall, but the syllabus link is below.

We're barely in week 2 of the class, so outcomes of experience still to come!



Keywords: hybrid pedagogy, experimental learning, digital history and humanities, IT literacy, 


This is a really nice list.  Thanks Cathy and all who contributed.