Presentations

    Tecnología educativa para motivar a los estudiantes, at Universidad del Valle de Guatemala (Guatemala, Guatemala), Saturday, January 30, 2010:
    Se ha sugerido que la falta de interacción en clases de gran tamaño se debe a muchos problemas que enfrentan esos cursos: disminución en el registro, poca asistencia, evaluaciones deficientes y baja retención. Ofrecemos una manera de rediseñar el salón de clases para que la interacción sea introducida en muchos aspectos del curso. Este método ha probado ser efectivo para muchos profesores en una amplia variedad de ambientes. Demostraré algunas de las herramientas que hemos desarrollado para promover esta interacción.
    The interactive learning toolkit: technology and the classroom, at Videoconference, UNITEC, Universidad Tecnológica Centroamericana (Cambridge, MA), Wednesday, February 24, 2010:
    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.
    Tecnología educativa para motivar a los estudiantes, at Universidad Tecnologica de Panama (Panama City, Panama), Thursday, March 18, 2010:
    Se ha sugerido que la falta de interacción en clases de gran tamaño se debe a muchos problemas que enfrentan esos cursos: disminución en el registro, poca asistencia, evaluaciones deficientes y baja retención. Ofrecemos una manera de rediseñar el salón de clases para que la interacción sea introducida en muchos aspectos del curso. Este método ha probado ser efectivo para muchos profesores en una amplia variedad de ambientes. Demostraré algunas de las herramientas que hemos desarrollado para promover esta interacción.
    Using technology to engage students, at Faculty Development Workshop, University of Iowa (Iowa City, IA), Friday, April 30, 2010:
    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.
    Learning Catalytics and ConcepTest development, at Encuentro Internacional de Docencia Universitaria, Universidad Técnica Federico Santa Maria (Valparaiso, Chile), Tuesday, August 21, 2012:
    Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. While successfully implementing peer instruction doesn't require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in... Read more about Learning Catalytics and ConcepTest development
    Learning Catalytics and ConcepTest development, at Curso de Innovación en la Enseñanza y el Aprendizaje, Universidad de los Andes (Santiago, Chile), Wednesday, August 22, 2012:
    Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. While successfully implementing peer instruction doesn't require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in... Read more about Learning Catalytics and ConcepTest development
    Technology at the service of pedagogy, at Exploring Educational Technologies for Mexico, Harvard University LASPAU (Cambridge, MA), Friday, January 31, 2014
    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.
    Disrupting Higher Education with Technological Innovation, at HEASPA Brown Bag, The University of Texas at Austin (Austin, TX), Thursday, March 20, 2014:
    Charles Eliot’s elective system initiated at Harvard University in the 1890s radically transformed the field of higher education. It is one of only a few truly disruptive innovations to catalyze universal change in how people learn on American college and university campuses. The only other innovation in learning that approaches this scale is another Harvard pedagogy – the Case Study Method, also developed in the late 19th century. Around the same time, one of the world’s most enduring technological innovations was born: the automobile. With thousands of advances since that time, todayâ... Read more about Disrupting Higher Education with Technological Innovation
    The Moral Dilemma of Going Back: How the Pandemic Changed My Teaching, at Rotary eClub of Silicon Valley, Saturday, September 25, 2021:
    The rapid transition to online teaching necessitated by the coronavirus pandemic has been a good opportunity to rethink our approach to teaching. Moving to an online format suggests that many activities that have traditionally been synchronous and instructor-paced, can be made asynchronous and self-paced. What may have seemed like a challenge, is a great opportunity to improve the quality of education.