- Semantic Web 3.0
- MOOCs / edX / HarvardX
- Instructional Technology
- Institutional and Cross-Institutional Collaborations (national and international)
For over a decade I have been involved with academic technologies at Harvard University, working alongside students and faculty in all the disciplines, from art and humanities to social, and physical sciences. I share expertise, advise, collaborate and publish on educational IT projects with colleagues from universities across the US, Europe, Central and South America.
Here is a summary of the most recent educational technology projects I am or have participated in, either produced, designed, architected, spearheaded, managed or developed. In many of these I have worn more than one hat.
Semantic Web 3.0 and Annotations at Harvard
I spearhead the Annotations at Harvard initiative on adopting a federated open annotation framework at Harvard University for the advancement of collective connected knowledge. This is also known as a Collective Knowledge System, where the Social Web meets the Semantic Web. It is about humans connecting their knowledge regarding real or digital objects – text, images, audio, video, 3D, maps, geospatial and virtual space – and establishing a relation between them using a common semantic annotation language definition. The purpose is to create a system that allows these objects and their semantic relations to be searched, analyzed and further studied, and eventually spawn new scholarship.
Current related projects:
- Common Annotation, Tagging, and Citation at Harvard (CATCH)
- Open Annotation Community Group
- W3C Open Annotation Data Model
- HTML5 Open Source Collaborative Video Annotation Tool (CATool)
Massive Online Open Courses
edX / HarvardX
I architect and manage development of a media-rich annotation layer for EdX / HarvardX MOOC platform. The annotation architecture introduces a new approach to teaching and learning online, allowing students and teachers to contextually engage in a close, scholarly analysis and collaboration around media-rich online course material. To connect and share knowledge, collaborate and participate in discussions across the boundaries of lessons, exercises, forums and assessment results. It also provide a space for students to collect their own personal media-rich notes and commentaries across all media types. For example a student could place a commentary –private or public– on a digital text passage that makes reference to a precise time range on a course video, or vice versa. All of the students notes, commentaries and tags can then be aggregated and exported in a common portable digital format (PDF, text, etc) as a digital journal record of their participation in the MOOC. This framework also provides real-time assessment opportunities for students and instructors to measure participation and social engagement, of individuals or cohorts, with the course martial.
Presidential Instructional Technology Fellowship Program (PITF) at Harvard University
Some of my most rewarding work as an educational technologist has been managing projects for the PITF program in the Faculty of Arts and Sciences (FAS) at Harvard since it was first established in 2004. It has provided me with an invaluable cross-disciplinary experience from art and humanities to social, and physical sciences and has permitted me to understand and work closely with, and understand the pedagogical needs of students, teaching assistants and faculty.
The PITF program was created to stimulate and support the development and integration of digital teaching materials that enrich the Harvard curriculum. FAS Fellows (PITFs) work closely with faculty and other course staff to create digital course materials that enhance instruction. As a result of their interactions with technical staff and faculty, students fellows have opportunities to learn and to use technical and pedagogic skills while designing materials that improve the teaching and learning experience for others. It also offers valuable learning information technology experience that not only benefits their academic career but also give them a valuable asset for the advancement of their professional career.
Unfortunately, most of the resources produced under the auspices of the PITF program remain locked inside course Web sites. Here is a sample of resources that are open to the world and shared by several course, some outside of Harvard.
- Media Archeology of Place (precursor to Zeega)
- METRO: Middle English Teaching Resources Online
- Science & Cooking General Education science course at Harvard
- Exposé: journal published by the Harvard College Writing Program
- An Imaginary Journey in the Early Seventeenth Century, Article in Chronicle of Higher Education
- Portuguese Linguistics Research Portal
- Harvard Natural Sciences Lecture Demonstrations: oscillation.
Shared in Brazil Society of Physics.
Link to code
Institutional and Cross-institutional Collaborations
- Advisory Board, Technology Outlook, Iberoamerican Tertiary Education 2012-2017, New Media Consortium Publications
- Advisory Board, Technology Outlook, STEM + Education 2012-2017, New Media Consortium Publications
- Advisory board Horizon Report, 2010 Iberoamerican Edition, New Media Consortium Publications (Advisory board)
- Reviewer,Educause Quarterly Educause, 2010- 2012
- Campus Leader Advisory Board (C-LAB), New Media Consortium, 2010-Present Harvard University
- Harvard University Interactive Design and Development User Group, founder and chair, 2003- present