Select a project category or browse the full Blended Learning Initiative Project Gallery below.
Kimberly Cassibry & Liza Oliver
Students in these two courses collaborated to create a website centered on the Davis Museum exhibition "Reframing the Past: Piranesi’s Vedute di Roma."
Students in this archeology course consider artifacts in their cultural context while exploring digital mapping and creating online showcases.
A rich and rigorous online program functions as a complete textbook to enhance face-to-face classes.
Students created the Scalar exhibit “Between Hairstyle and History: Understanding the Engravings in Marie-Antoinette’s Almanac, Le Trésor des Graces.”
Wellesley-produced movies offer listening practice as well as inspiration for discussions and projects, and students receive immediate feedback from regular online grammar exercises.
Seok Bae Jang & Sun-Hee Lee
In this course, students use original online resources including video and audio recordings and dynamic practice materials.
Yoshimi Maeno & Eiko Torii
Students practice listening with original, culturally relevant videos filmed in Japan and then create their own videos based on that authentic content.
Students annotate course readings with images, audio, video, and text in Annotation Studio. This provides context for complex articles and and supports further intellectual exploration.
Students learn about documentary film through a collaborative process of recording, editing, and producing original films.
This class encouraged students to develop hands-on skills with various digital tools and media while exploring the intersection of digital technologies, storytelling, and cultural analysis.
Students create interview-style "vlogs" that both support their learning and demonstrate their understanding of course materials.
Octavio González & Eni Mustafaraj
Through assignments, blog posts, and digital skills "mini-lessons," students learn to create their own digital presence and engage with the Web's limitless possibilities for creative self-expression.
This evaluation project compared two class sections, with students in one section writing assignments by hand and students in the other section completing assignments online.
Students worked together to create original video games that explored how moral theory can be applied to difficult contemporary questions.
Students trained with video editing software and completed a series of audio-visual assignments including academic video essays.
Students in this course made videos about artifacts from popular culture, using tools from religious studies to explore why the artifacts matter.
Erin Royston Battat
Students showcase their research on works from the Wellesley College Davis Museum by building digital humanities projects in Omeka.
In this Spanish course, students created annotated digital maps that explored the intellectual exchanges between writers, poets, and filmmakers in Latin America and Europe.
Students watched recorded lectures online, freeing up class time for new modules that explored how statistical ideas and concepts can apply to examples from literature and history.
This class had students engage with social media throughout the semester. They also produced a multifaceted online literary magazine titled Lit Well.
Students use Google Docs to annotate class readings and exchange ideas with their classmates.
Students created blogs and video interviews outside of class. At the end of the semester, in-class filmed presentations encouraged rich and precise individual inquiry.
Yuan-Chu (Ruby) Lam
Students in this course used online quizzes and flashcards in Sakai to augment their learning outside of class time.