Presentations

    Multidimensional Measurement in Education, at Harvard Physics Research Scholar Retreat (Charlestown, MA), Friday, October 18, 2013:
    Many of the Mazur Group Education research projects focus on measurement. Four areas of current interest to the group are learning, metacognition, interaction, and self-efficacy. This talk outlines some of our projects that measure interaction between students in and out of the classroom.
    Lens to Learning: Class-wide video analysis of Peer Instruction discussions, at AAPT Summer Meeting 2013 (Portland, OR), Wednesday, July 17, 2013:
    Numerous studies show courses taught using Peer Instruction have higher learning gains than traditional courses on standardized assessments. Yet we have very few measurements of what actually happens during the peer discussion component of this pedagogy. To address this need, we recorded every student discussion in nearly every lecture of an introductory physics course at a major research university. We will present results from analysis of these student conversations, providing insight on discussion behavior over different questions. In addition, we will illustrate the interesting case of "... Read more about Lens to Learning: Class-wide video analysis of Peer Instruction discussions
    Exclusively-visual analysis of classroom group interactions, at American Association of Physics Teachers Winter Conference (San Diego, CA), Sunday, January 4, 2015:
    Data that measures group learning are time-consuming to collect and analyze on a large scale. As an initial step towards scaling qualitative classroom observation, our team qualitatively coded classroom video using an established coding scheme with and without its audio. We find that inter-rater reliability is as high when using visual data only—without audio—as when using both visual and audio data to code. Also, inter-rater reliability is high even when comparing use of visual and audio data to visual-only data. We see a small bias that interactions are more often coded as group... Read more about Exclusively-visual analysis of classroom group interactions
    Lens to Learning: Using Video Analysis to Classify Student Discussions During Peer Instruction, at American Association of Physics Teachers Winter Meeting 2013 (New Orleans, LA), Wednesday, January 9, 2013:
    Numerous studies show courses taught using Peer Instruction have higher learning gains on standardized assessments. Yet we have very few measurements of what happens during the peer discussion component of this pedagogy. When students are told to discuss a physics question with a neighbor, do they do so? If so, do they have a substantive conversation about the physics, or just a brief exchange of answers? To address these questions, we recorded every student discussion in nearly every lecture of an introductory physics course at a major research university. Through both large-scale manual... Read more about Lens to Learning: Using Video Analysis to Classify Student Discussions During Peer Instruction
    Using Video Analysis to Classify Student Discussions During Peer Instruction, at American Association of Physics Teachers Winter Meeting 2013 (New Orleans, LA), Wednesday, January 9, 2013:
    Numerous studies show courses taught using Peer Instruction have higher learning gains on standardized assessments. Yet we have very few measurements of what happens during the peer discussion component of this pedagogy. When students are told to discuss a physics question with a neighbor, do they do so? If so, do they have a substantive conversation about the physics, or just a brief exchange of answers? To address these questions, we recorded every student discussion in nearly every lecture of an introductory physics course at a major research university. Through both large-scale manual... Read more about Using Video Analysis to Classify Student Discussions During Peer Instruction