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2011 HKS January Offerings – Enrollment by School/Program

2011 HKS January Offerings – Enrollment by School/Program. Internet Organizing: Theory and Practice Zephyr Teachout. Student teams ran week-long "projects" using free web tools The class as a whole, reached at least 1,000 new people .

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2011 HKS January Offerings – Enrollment by School/Program

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  1. 2011 HKS January Offerings – Enrollment by School/Program

  2. Internet Organizing: Theory and PracticeZephyr Teachout Student teams ran week-long "projects" using free web tools The class as a whole, reached at least 1,000 new people  • The "Wireless eQuality" team put together a short xtranormal video:http://www.xtranormal.com/watch/8233355/ • The "Stop berlusconi" group grew 250 followers (from 0) and started a #stopberlusconi hashtag on Twitter http://twitter.com/#!/no_berlusconi • The "Yes to Turkey in the EU" group got 150 Facebook followers:http://www.facebook.com/photo.php?fbid=487511022971&set=o.305651110990#!/home.php?sk=group_136321276427326

  3. Advanced Workshop on Multiparty NegotiationsBrian Mandell • Students were cold-called to respond to high-consequence decision/crisis situations as they unfolded.  • This worked because students could empathize with decision-makers, while, simultaneously, offering their own recommendations for action.   • The video medium helped to pinpoint important dimensions of verbal/non-verbal negotiation skills. Used stop-action video of high-stakes negotiations

  4. Community Recovery: Rebuilding New OrleansDoug Ahlers Used cloud computing to support remote collaboration for a field course In this field course on disaster recovery that took place over 2 weeks in New Orleans, two teams of students tackled projects designed by community leaders: – a financial analysis of a community-run charter school – a needs assessment survey of neighborhood residents The students used “cloud computing” to coordinate logistics, share files, and hand-off materials to their clients. http://sites.google.com/site/hbsbroadmoor/Home http://isites.harvard.edu/icb/icb.do?keyword=k15251&pageid=icb.page72558

  5. Other Examples: • 360 feedback: A course on Persuasion required all 81 students to complete a multi-rater (360 degree) survey in which they evaluated their own persuasion skills and provided the e-mail addresses of other people who rated them confidentially and anonymously. This was done prior to the star of the January course so students had a baseline from which to track their progress. • Video-taped student presentations: A course on The Arts of Communication streamed videos of excellent public speeches and then video-taped students giving four 4-min speeches and posted them on the course page for critiques by the instructor and peers. • Discussion boards: A course on Inclusive Security (women in diplomacy/national security) fostered collaborative discussions and projects between mid-career practitioners on campus as part of an Executive Education program and younger degree program students in the January course. Participants were required to post daily reflections on readings that integrated their own life experiences. Students also posted class projects to the course page and were assigned to read/critique one another’s work to foster peer learning.

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