Presentations

    Flat space, deep learning, at ETH Zurich (Zurich, Switzerland), Friday, November 28, 2014:
    The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about Flat space, deep learning
    Flat space, deep learning, at Swiss Faculty Development Network Workshop, ETH Zurich (Zurich, Switzerland), Friday, November 28, 2014:
    The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about Flat space, deep learning
    Flat space, deep learning, at Program on Peer Instruction, Singapore Polytechnic (Singapore), Tuesday, March 17, 2015:
    The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about Flat space, deep learning
    Flat space, deep learning, at Pearson Biology Leadership Conference 12 (Austin, TX), Saturday, March 28, 2015:
    The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about Flat space, deep learning
    How the mind tricks us: visualizations and visual illusions, at University of Alaska Fairbanks (Fairbanks, AK), Friday, October 29, 2010:
    Neurobiology and cognitive psychology have made great progress in understanding how the mind processes information � in particular visual information. The knowledge we can gain from these fields has important implications for the presentation of visual information and student learning
    Crafting learning goals using Backward Design: A hands-on workshop, at Center for Teaching and Learning, University of Texas, Austin (Austin, Texas, USA), Wednesday, November 17, 2010
    In this workshop we will go through the process of developing effective learning goals using the non-conventional approach of Backward Design (Wiggins and McTighe). After taking this workshop, new or experienced instructors and instructional developers will be able to identify best practices for preparing effective learning goals and revise a set of more traditional learning goals based on those best practices.
    Using goal-based instructional design to frame innovative learning experiences, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    Instructors are at their core, learning designers. Most begin drawing their plans for student learning using a traditional approach, considering: Which text book and readings should I use? Which topics should I cover? How should I test my students’ knowledge? Advances in learning science suggest turning this traditional approach to course planning upside down and design student learning experiences by first asking a set of different questions: What exactly do I want my students to be able to do after they take this course? What are the learning goals I have for... Read more about Using goal-based instructional design to frame innovative learning experiences
    Authentic Student Learning Evaluation Plans in Higher Education, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and are not aligned with overarching learning goals that relate to competencies students actually need to progress... Read more about Authentic Student Learning Evaluation Plans in Higher Education
    The Syllabus: A Blueprint for Innovative Learning Experiences in Colombian Higher Education, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    The syllabus is the blueprint for learning in higher education; it narrates the story of the larger learning experiences instructors and students should expect to encounter as they navigate the terrains of a course. It also represents the "logic" or "theory" of a course: If instructors and students use the syllabus as a guide, engage seriously in the content and activities laid out, then learning experiences should occur. Innovative syllabi bring together and make clear instructors' expectations for student learning (Learning Goals), the evidence and... Read more about The Syllabus: A Blueprint for Innovative Learning Experiences in Colombian Higher Education
    Repensar la evaluación del aprendizaje de los estudiantes en la educación superior, at aller Hacia La Sociedad del Conocimiento Transformando la Educación Superior (Santo Domingo,, República Dominicana), Thursday, September 15, 2011:
    Al abrir las puertas de cualquier sala de clases en cualquier parte del mundo, podrá observar un modelo casi universal de evaluación del aprendizaje del es- tudiante. Los profesores están ubicados al frente del salón de clases, enseñan contenido, los estudiantes (eso esperamos) intentan aprender el contenido y los profesores lo evalúan a través de métodos tradicionales, tales como exámenes de opciones múltiples, exámenes cortos o tareas de investigación. La mayoría de es- tos métodos convencionales de evaluación son de una sola dimensión y no están alineados con metas amplias... Read more about Repensar la evaluación del aprendizaje de los estudiantes en la educación superior
    Repensar la evaluación del aprendizaje de los estudiantes en la educación superior, at aller Hacia La Sociedad del Conocimiento Transformando la Educación Superior (Santo Domingo,, República Dominicana), Friday, September 16, 2011:
    Al abrir las puertas de cualquier sala de clases en cualquier parte del mundo, podrá observar un modelo casi universal de evaluación del aprendizaje del es- tudiante. Los profesores están ubicados al frente del salón de clases, enseñan contenido, los estudiantes (eso esperamos) intentan aprender el contenido y los profesores lo evalúan a través de métodos tradicionales, tales como exámenes de opciones múltiples, exámenes cortos o tareas de investigación. La mayoría de es- tos métodos convencionales de evaluación son de una sola dimensión y no están alineados con metas amplias... Read more about Repensar la evaluación del aprendizaje de los estudiantes en la educación superior
    Rethinking student learning assessment in higher education, at The University in the 21st Century: From Teaching to Learning in Costa Rica, Initiative for the Development of Academic Innovation, LASPAU, Harvard University (Cambridge, MA), Friday, October 21, 2011:
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and not aligned with overarching learning goals that relate to competencies students actually need to progress successfully... Read more about Rethinking student learning assessment in higher education
    From Student Readiness to Succeed to Student Success in College, at Program for Innovative Teaching in Chilean Higher Education a, LASPAU-Affliated with Harvard University (Cambridge, MA), Friday, November 4, 2011:
    Improving student success is one of the most pressing issues in higher education across the world. Too often, despite succeed in secondary classrooms, students are entering college underprepared to engage in the rigors of undergraduate study, which results in a number of consequences for institutions. High drop out, failure, and withdrawal rates limit students’ abilities to take full advantage of their college experience and reach their highest potential. Failing to intervene in the success problem has substantial cost implications for institutions, instructors, and societies within which... Read more about From Student Readiness to Succeed to Student Success in College
    Institutional strategies for improving student retention in Latin American higher education, at Institute for Innovation in Brazilian and Ecuadorian Higher Education, LASPAU-Affiliated with Harvard University (Cambridge, MA), Tuesday, March 27, 2012:
    Improving student success is one of the most pressing issues in higher education across the world. Too often, despite succeed in secondary classrooms, students are entering college underprepared to engage in the rigors of undergraduate study, which results in a number of consequences for institutions. High drop out, failure, and withdrawal rates limit students’ abilities to take full advantage of their college experience and reach their highest potential. Failing to intervene in the success problem has substantial cost implications for institutions, instructors, and societies within which... Read more about Institutional strategies for improving student retention in Latin American higher education
    Unlocking the secrets to student success: Real strategies for your classroom, at Innovative teaching for deeper learning institute, LASPAU-Affiliated with Harvard University (Cambridge, MA), Wednesday, April 11, 2012:
    Improving student success is one of the most pressing issues in higher education across the world. Too often, despite succeeding in secondary classrooms, students are entering college underprepared to engage in the rigors of undergraduate study, which results in a number of consequences for institutions. High drop out, failure, and withdrawal rates limit students’ abilities to take full advantage of their college experience and reach their highest potential. Failing to intervene in the success problem has substantial cost implications for institutions, instructors, and societies within... Read more about Unlocking the secrets to student success: Real strategies for your classroom
     Liderando la Innovación en la Educación Superior en la República Dominicana: The Cycle of Innovation in The Dominican Republic, at Encuentro para la mejora e innovación en la enseñanza en República Dominicana (Santo Domingo, República Dominicana), Tuesday, April 17, 2012:
    In this workshop, we demonstrate the cycle of innovation for teaching and learning improvement in Dominican higher education, resulting from a year-long initiative sponsored by Ministerio de Educación Superior, Ciencia y Tecnología (MESCYT) y la Fundación INICIA.
    Unlocking the secrets to student success: Real strategies for your classroom, at Second Program on Innovative Teaching and Learning: Chile, LASPAU-Affiliated with Harvard University (Cambridge, MA), Friday, May 4, 2012:
    Improving student success is one of the most pressing issues in higher education across the world. Too often, despite succeeding in secondary classrooms, students are entering college underprepared to engage in the rigors of undergraduate study, which results in a number of consequences for institutions. High drop out, failure, and withdrawal rates limit students’ abilities to take full advantage of their college experience and reach their highest potential. Failing to intervene in the success problem has substantial cost implications for institutions, instructors, and societies within... Read more about Unlocking the secrets to student success: Real strategies for your classroom
    The scientific approach to teaching (Using Data to Debunk Teaching Myths), at Supporting Active Learning & Technology in Science Education Workshop, Dawson College (Montreal, QC, Canada), Wednesday, May 23, 2012:
    This is a unique opportunity to hear Professor Mazur talk about the use of data to make decisions about our classroom practices. Dr Mazur will show how the same scientific approach used in laboratories can be used to inform teaching pedagogies in our classrooms. Consistent with his active learning message, the exact content of the workshop is, well... up to YOU!

    Register and fill the survey. Dr Mazur will design his active learning workshop around YOUR questions and concerns about active learning and will show that...

    Read more about The scientific approach to teaching (Using Data to Debunk Teaching Myths)

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