Presentations

    The Essence of Physics, at Instructional Technology Program Forum, University of California at Berkeley (Berkeley, CA), Thursday, February 1, 1990
    The Essence of Physics, at MacAdemia, University of California at Berkeley (Berkeley, CA), Saturday, September 1, 1990
    A Hypermedia approach to teaching Physics, at International IEEE/AP-S Meeting (London, Ontario, Canada), Tuesday, June 25, 1991:
    No abstract available.

    Note: This is my first ever computer presentation. It was given using HyperCard on an Apple Macintosh Portable (well, barely portable; it was not for another 6 months that Apple would ship the first PowerBook). The image was projected using an LCD-panel that had to be placed on an overhead projector.

    How To Get to Know 200 Students (Almost) Overnight, at American Association of Physics Teachers Winter 2000 Meeting (Kissimmee, FL), Monday, January 17, 2000:
    Direct interaction between students and teacher is essential to effective teaching. Unfortunately, it is often lacking in large classes. We have developed a system which facilitates efficient asynchronous communication between teacher and students. Students' questions are stored in a database, and the contents of the database are accessed via the Web in various forms. For example, the teacher can review all student questions on a particular topic, prepare a single answer to a common question, and store the answer in the database. Students' grades and pictures are stored with their questions (... Read more about How To Get to Know 200 Students (Almost) Overnight
    Interactive Learning Toolkit: Tools for the Interactive Classroom, at Invited Talk, University of Limerick (Co. Limerick, Ireland), Wednesday, December 17, 2003:
    Research-based interactive learning techniques have dramatically improved student understanding. We have created the 'Interactive Learning Toolkit' (ILT), a web-based learning management system, to help implement two such pedagogies: Just in Time Teaching and Peer Instruction. Our main goal in developing this toolkit is to save the instructor time and effort and to use technology to facilitate the interaction between the students and the instructor (and between themselves). After a brief review of both pedagogies, I will demonstrate the many new exciting features of the ILT. I will show how... Read more about Interactive Learning Toolkit: Tools for the Interactive Classroom
    The Interactive Learning Toolkit: supporting interactive classrooms, at 128th National AAPT meeting (Miami, FL), Monday, January 26, 2004:
    Research-based interactive learning techniques have dramatically improved student understanding. We have created the 'Interactive Learning Toolkit' (ILT), a web-based learning management system, to help implement two such pedagogies: Just in Time Teaching and Peer Instruction. Our main goal in developing this toolkit is to save the instructor time and effort and to use technology to facilitate the interaction between the students and the instructor (and between students themselves). After a brief review of both pedagogies, we will demonstrate the many exciting new features of the ILT. We will... Read more about The Interactive Learning Toolkit: supporting interactive classrooms
    Learning Together Through Technology, at AAPT Summer Meeting (Syracuse, NY), Saturday, July 22, 2006
    The LT3 software, a combination of the Harvard ILT and the Erskine BQ programs, is a free, open source, web-based program. Many instructors are excited by new interactive pedagogies like Just-In-Time-Teaching (JITT) or Peer Instruction. LT3 provides an easy way to implement these. Participants will have hands-on experience as they learn: to create and manage courses in the LT3 program; to set up JiTT reading assignments; to access and browse a unique pool of content material, including ConceptTests, physlets, reading assignments and homework problems; to facilitate this content for in-class... Read more about Learning Together Through Technology
    The interactive learning toolkit: technology and the classroom, at Canadian Association of Physicists Congress, Laval University (Quebec, Canada), Tuesday, June 10, 2008:
    It has been suggested the lack of interaction in large lecture courses is to blame for the many problems facing these courses: declining enrollments, low attendance, poor evaluations, and disappointing retention. We offer a way of redesigning the classroom so interaction is introduced in many aspects of the course. This approach has shown to be effective by many instructors in a broad variety of environments. I will demonstrate some of the tools we have developed to foster this interaction.
    Peer Instruction: workshop -- technology, at Seminario Internacional sobre la Enseñanza y Aprendizaje Efectivo, Universidad Adolfo Ibáñez (Santiago, Chile), Tuesday, January 20, 2009:
    It has been suggested the lack of interaction in large lecture courses is to blame for the many problems facing these courses: declining enrollments, low attendance, poor evaluations, and disappointing retention. We offer a way of redesigning the classroom so interaction is introduced in many aspects of the course. This approach has shown to be effective by many instructors in a broad variety of environments. I will demonstrate some of the tools we have developed to foster this interaction.

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