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    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:
    talk_1759.pdf
    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:
    talk_1760.pdf
    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:
    talk_1761.pdf
    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
    Peer instruction: discussion and brains-on demo, at Physics and Astronomy New Faculty Workshop (Greenbelt, MD), Monday, June 27, 2011:
    talk_1735.pdf
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Peer instruction: discussion and brains-on demo
    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:
    talk_1785.pdf
    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:
    talk_1786.pdf
    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:
    talk_1803.pdf
    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
    Rethinking Student Learning Evaluation in Higher Education, at Program on Innovative Teaching and Learning in Chile, Harvard University: LASPAU (Cambridge, MA, USA), Tuesday, November 1, 2011:
    talk_1808.pdf
    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 Evaluation 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:
    talk_1854.pdf
    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
    Peer Instruction: A Brains on Workshop, at WHA Fulbright Junior Visiting Faculty Development Institute, University of Texas, Austin (Austin, TX), Tuesday, January 31, 2012:
    talk_1870.pdf
    How can I help my students learn in ways that pique their interest and enrich their subject matter understanding? We will explore this perennial question by considering an innovative, research-based teaching method called Peer Instruction (PI). Originally developed by Dr. Eric Mazur to address major gaps in students' conceptual knowledge of physics at Harvard University, this interactive pedagogical method is now widely used in classrooms at hundreds of institutions across the world. PI leverages the power of social learning and the latest advances in instructional technology to confront... Read more about Peer Instruction: A Brains on Workshop
    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:
    talk_1902.pdf
    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
    Peer Instruction: A Brains-on Workshop, at Taking Active Learning to the Next level: Real solutions for your classroom, Dawson College (Montreal, Quebec, Canada), Tuesday, April 3, 2012:
    talk_1901.pdf
    How can I help my students learn in ways that pique their interest and enrich their subject matter understanding? We will explore this perennial question by considering an innovative, research-based teaching method called Peer Instruction (PI). Originally developed by Dr. Eric Mazur to address major gaps in students' conceptual knowledge of physics at Harvard University, this interactive pedagogical method is now widely used by thousands of instructors across the world. PI leverages the power of social learning and the latest advances in instructional technology to confront students'... Read more about Peer Instruction: A Brains-on Workshop
    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:
    talk_1904.pdf
    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
    To really teach something, stop lecturing and give a test! Rethinking student learning evaluation in higher education, at Innovative Teaching for Deep Learning - Universidad Diego Portales, Chile, LASPAU-Affiliated with Harvard University (Cambridge, MA, USA), Wednesday, April 11, 2012:
    talk_1881.pdf
    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 To really teach something, stop lecturing and give a test! Rethinking student learning evaluation in higher education
     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:
    talk_1926.pdf
    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.
    Rethinking student learning evaluation in higher education, at Second Program on Innovative Teaching and Learning: Chile, LASPAU-Affiliated with Harvard University (Cambridge, MA, USA), Wednesday, May 2, 2012:
    talk_1938.pdf
    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 evaluation in higher education

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