Presentations

Tools for Peer Instruction — a workshop, at Congreso Internacional de Innovación Educativa Tecnológico de Monterrey (Monterrey, Mexico), Monday, December 16, 2019:

monterrey_workshop.pdf

 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.

Active Learning and Interactive Teaching: Peer Instruction, at 2020 Pedagogy Buffet, Wesleyan University, Middletown, CT, Tuesday, January 21, 2020:
pi_workshop_wesleyan.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. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated, discuss several models for implementing the technique into the classroom,... Read more about Active Learning and Interactive Teaching: Peer Instruction
Tools for Peer Instruction — A Workshop, at 1st International Conference on Teaching and Learning, Muscat, Oman, Sunday, February 9, 2020:

1._workshop_oman.pdf

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.

 

Thinking about torque, at Tsing Hua University, Beijing, China, Friday, June 2, 2017
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Interactive Learning: Technology in the Classroom — Part 1, at Symposium on Trends in 21st Century Education and its Use of Technology at Harvard University , Monday, June 12, 2017
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Interactive Learning: Technology in the Classroom — Part 2, at Symposium on Trends in 21st Century Education and its Use of Technology at Harvard University , Monday, June 12, 2017
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Social Learning in Times of Social Isolation Tuesday, September 8, 2020:
remote_teaching_sep_8.pdf
Learning is a social experience — it requires interactions and interactivity. This is true not only in the physical classroom, but even more so now that education has moved online. I will demonstrate how to move information transfer and sense making online and make it interactive, promoting social interactions between students. I will also discuss how to promote intrinsic motivation to learn by implementing project- and team-based learning in the classroom.
Read more about Social Learning in Times of Social Isolation
Active learning and Perusall: Sharing Practices for Successful Learning Engagement, at Congreso Internacional de Lingüística Computacional y de Corpus, Universidad de Antioquia, Medellin, Colombia (virtual), Thursday, October 22, 2020:
antioquia.pdf
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 — in person or online, at Best Teachers Institute, Saturday, January 30, 2021:
best_teachers_institute.pdf
Assessment for learning, at Best Teachers Institute 2021, Saturday, February 27, 2021:
best_teachers_session_2.pdf
Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our...
Read more about Assessment for learning
Using project- and team-based learning to promote ownership of learning., at Faculty Development Workshop, Touro College, New Your, NY
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...
Read more about Using project- and team-based learning to promote ownership of learning.
Designing effective questions for Peer Instruction and formative assessment, at Faculty Development Workshop, Touro College, New York, NY, Friday, April 23, 2021:
touro_workshop.pdf
The basic goals of Peer Instruction are to encourage and make use of student interaction during classes, while focusing students' attention on underlying concepts and techniques. The method centers around asking interactive questions, called ConcepTests, that help students build understanding. In this workshop, participants will learn how to design good ConcepTests.
Getting every student ready for every class: How to make your pre-class assignments more socially engaging, at UNC Higher Education Flipped Learning Conference, Friday, June 4, 2021
Learning is a social experience — it requires interactions and interactivity. The coronavirus pandemic has been a good opportunity to rethink our approach to teaching. Moving some tasks to an online format suggests that many activities that have traditionally been synchronous and instructor-paced, can be made asynchronous and self-paced. Through Perusall, Eric Mazur will demonstrate how to move information transfer and sense-making online and make it interactive, promoting social interactions between students. In addition, he will discuss how the platform promotes intrinsic and extrinsic... Read more about Getting every student ready for every class: How to make your pre-class assignments more socially engaging
Implementing self-directed learning online and in-person, at EduCamp 2021 Conference, UTEC, Peru, Tuesday, July 13, 2021:

educamp_workshop.pdf

Learning is a social experience — it requires interactions and interactivity. The coronavirus pandemic has been a good opportunity to rethink our approach to teaching. Moving some tasks to an online format suggests that many activities that have traditionally been synchronous and instructor-paced, can be made asynchronous and self-paced. Eric Mazur will demonstrate how to move information transfer and sense-making online and make it interactive, promoting social interactions between students. In addition, he will discuss how the use of an online

Transform your teaching with Perusall, at Waseda University, Tuesday, May 10, 2022:
transform_teaching_perusall.pdf
Learning is a social experience — it requires interactions and interactivity. The coronavirus pandemic has been a good opportunity to rethink our approach to teaching. Moving some tasks to an online format suggests that many activities that have traditionally been synchronous and instructor-paced, can be made asynchronous and self-paced. Through Perusall, Eric Mazur will demonstrate how to move information transfer and sense-making online and make it interactive, promoting social interactions between students. In addition, he will discuss how the platform promotes intrinsic and extrinsic... Read more about Transform your teaching with Perusall
Workshop on Peer Instruction, at Becas Santander Skills | Innovation in Teaching- Laspau, Wednesday, December 1, 2021:
peer_instruction_santander.pdf
Learning is a social experience — it requires interactions and interactivity. Since I introduced Peer Instruction three decades ago, there has been a concerted push away from passive lecturing to active engagement in the classroom. A successful implementation of the so-called flipped classroom requires students to come to class prepared either by reading the textbook or watching a pre-recorded video. A variety approaches have...
Read more about Workshop on Peer Instruction
Interactive Learning, online and in-person, at IAP Research Symposium — Innovative Leadership: Transforming higher Education in the digital Age, Monday, June 20, 2022:
iap_workshop_2022.pdf
Learning is a social experience — it requires interactions and interactivity. The coronavirus pandemic has been a good opportunity to rethink our approach to teaching. Moving some tasks to an online format suggests that many activities that have traditionally been synchronous and instructor-paced, can be made asynchronous and self-paced. Eric Mazur will demonstrate how to move information transfer and sense-making online and make it interactive, promoting social interactions between students. In addition, he will discuss how the use of an online platform can promote intrinsic and extrinsic... Read more about Interactive Learning, online and in-person

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