The goal of this project was to develop maps and guides for student research that would act as an archive for the future in order to better understand university/community relations.
A reusable, expandable web resource was constructed that could be used for future courses, help the students in their research, and evaluate the importance of each topic presented. The PITF created evaluations for each lecture to test students’ comprehension of material, allow them to turn in home work assignments, and complete the final exam. The PITF created HTML web modules (web pages) that contained links to all lecture notes, lecture videos, available web resources, and recent papers on each topic. These were displayed on the course website.
PITFs developed and implemented an experiment in pedagogy to enhance, extend, and deepen students’ engagement with and understanding of the course material by creating a comprehensive website for the course. They re-examined the use of images, introduced videos and readers, and re-designed the presentation of the course content based on provenance rather than following a set weekly topic agenda.
The glossary was built in Flash, and integrated into a standard course web site. The Flash application read data from XML files to generate the lists of words, then played audio files referenced by the XML. Terms could be accessed via links in the course website or through the glossary itself.
Various solutions were implemented using the course platform. In addition, a wiki that was linked from the course site was created which allowed Professor Martin to easily update and share new content.
Students navigated a mosque complex using a floor plan, and could inspect photographs of each important feature. Students were able to zoom in on photographs for more detail, view annotations with important architectural terms and features, and look up terms in the course's audio glossary. These ...
All images of artifacts were placed as markers on a Google Earth map. By clicking on the marker, you see a picture of the artifact, a description of it, and the name of the location in both English and Chinese. There was also a link that bounced back to the course website and the weekly lecture slide that corresponded with the image.... Read more about Archaeology in Google Earth
With the help of a PITF, Professor Levinson created a web-based self-paced tutorial consisting of five lessons that students could walk through at their own pace. Each section included exemplars and hyperlinks to supplement materials tailored for the particular tutorial allowing students to “teach themselves.” Among these exemplars was a complete student paper that students were able to download and use as a model.
The PITF produced a 7-minute video each week, integrating American religious music, slide images from lectures, YouTube videos, webpage screenshots, and religious music videos. The videos were started while students were settling in at the beginning of class and again during the class break. At the end of the semester, these were combined to give a comprehensive overview of the course, its scope, and its trajectory.
This interactivity was intended to simulate the original viewing conditions of Duncan Grant's "Abstract Kinetic Collage" (1914). Fifteen feet long and eleven inches wide, Abstract Kinetic Collage was to be viewed through the aperture of some device as it scrolled to musical accompaniment.
Michael Parker and Elizabeth Ferrenz conducted over 30 one-on-one interviews with the best, most experienced tutors at HMS and compiled about 45 hours of digital “tape” (approximately 1000 transcribed pages). Using the information shared by the tutors, along with student feedback and other resources, they created a tutorial guide for students and faculty.
Google SketchUp was used to create a richly interactive and historically authentic 19th-century psychiatric asylum on Harvard's island in Second Life. 3D historical models of Colney Hatch and Bedlam hospitals were created. A Google Earth KMZ file was used for easy distribution and to provide supplementary information.
This 3D, interactive Java Applet displayed a variety of overlying faults data sets which could be toggled on and off, along with a feature allowing the creation of a plane from three points.... Read more about 3D Geology Viewer
The PITFs developed a tagging ontology and optimized 2,260 video clips for progressive download.
The goal of this project was to develop maps and guides for student research that would act as an archive for the future in order to better understand university/community relations.
PITFs developed and implemented an experiment in pedagogy to enhance, extend, and deepen students’ engagement with and understanding of the course material by creating a comprehensive website for the course. They re-examined the use of images, introduced videos and readers, and re-designed the 
The glossary was built in Flash, and integrated into a standard course web site. The Flash application read data from XML files to generate the lists of words, then played audio files referenced by the XML. Terms could be accessed via links in the course website or through the glossary itself.
Students navigated a mosque complex using a floor plan, and could inspect photographs of each important feature. Students were able to zoom in on photographs for more detail, view annotations with important architectural terms and features, and look up terms in the course's audio glossary. These ...
All images of artifacts were placed as markers on a Google Earth map. By clicking on the marker, you see a picture of the artifact, a description of it, and the name of the location in both English and Chinese. There was also a link that bounced back to the course website and the weekly lecture slide that corresponded with the image.... 
With the help of a PITF, Professor Levinson created a web-based self-paced tutorial consisting of five lessons that students could walk through at their own pace. Each section included exemplars and hyperlinks to supplement materials tailored for the particular tutorial allowing students to “teach themselves.” Among these exemplars was a complete student paper that students were able to download and use as a model.
The PITF produced a 7-minute video each week, integrating American religious music, slide images from lectures, YouTube videos, webpage screenshots, and religious music videos. The videos were started while students were settling in at the beginning of class and again during the class break. At the end of the semester, these were combined to give a comprehensive overview of the course, its scope, and its trajectory.
This interactivity was intended to simulate the original viewing conditions of Duncan Grant's "Abstract Kinetic Collage" (1914). Fifteen feet long and eleven inches wide, Abstract Kinetic Collage was to be viewed through the aperture of some device as it scrolled to musical accompaniment.
Google SketchUp was used to create a richly interactive and historically authentic 19th-century psychiatric asylum on Harvard's island in Second Life. 3D historical models of Colney Hatch and Bedlam hospitals were created. A Google Earth KMZ file was used for easy distribution and to provide supplementary information.
This 3D, interactive Java Applet displayed a variety of overlying faults data sets which could be toggled on and off, along with a feature allowing the creation of a plane from three points.... 