World of EdCraft: Challenges and Opportunities in Synchronous Online Teaching
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4frfzxkff54xh534rwh7ny0x9xnq70cz.pdf
Description
Published version
Size
19.19 MB
Format
Adobe PDF
Checksum (MD5)
10d27e5f8bfd6adb649445522c14e431
Author(s)
Lo, Andrew W
Stevens, Brian
Willems, Sean P
Date Issued
May 2, 2022
Journal
Harvard Data Science Review
Publisher
MIT Press - Journals
Citation
Lo, A. W., Stevens, B., & Willems, S. P. (2022). World of EdCraft: Challenges and Opportunities in Synchronous Online Teaching. Harvard Data Science Review, 4(2).
Version
Final published version
Abstract
Online teaching at higher educational institutions has become a much higher priority in the face of the COVID-19 pandemic, but most faculty and staff at these institutions are ill-prepared to adapt their teaching methods and content to this new medium. This article guides the reader through three teaching studios developed for online synchronous teaching to very different student populations: a large (90-student) graduate-level healthcare finance course at MIT, an even larger (200-student) undergraduate-level statistics course at the University of Tennessee, Knoxville, and a medium-sized (50-student) graduate-level operations management course at MIT. As we began building these studios, we found few applications in higher-education settings to rely on. Instead, we borrowed ideas and tools from the gaming community. Since different faculty will have different teaching styles and objectives, we have adopted a tour guide approach that describes the intent of each studio design, a complete listing of the software and hardware used in the studio, and a representative example of what the studio can achieve in practice. We conclude by documenting how other faculty have produced minimally sufficient studios for online teaching.
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Creative Commons Attribution
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DOI of Published Version
https://doi.org/10.1162/99608f92.73a1c910
