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Turning a large lecture into a seminar: Using Peer Instruction to Promote Deep Understanding, at Student Education Conference 2022, University of Leeds, Leeds, UK, Thursday, January 6, 2022:
peer_instruction_leeds.pdf
I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has significantly improved my students' performance.
Peer Instruction in STEM Teaching, at Aalto University, Espoo, Finland, Wednesday, December 8, 2021
Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. I will show how shifting the focus in lectures from delivering information to synthesizing... Read more about Peer Instruction in STEM Teaching
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...
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Optical Metamaterials and their Index of Refraction, at University of Ghent, Ghent, Belgium, Friday, November 19, 2021:
3._zim_lecture.pdf
Nanotechnology has enabled the development of nanostructured composite materials (metamaterials) with exotic optical properties not found in nature. In the most extreme case, we can create materials which support light waves that propagate with infinite phase velocity, corresponding to a refractive index of zero, and materials where waves stop propagating, yielding extreme localization of light. In this lecture we will (interactively!) explore some of these unusual phenomena.
Peer Instruction, at ENLIGHT Teaching and Learning Conference, University of Ghent, Ghent, Belgium, Friday, November 19, 2021:
2._pi_lecture.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 been devised to get students to take responsibility for this information transfer but none manage to get all students to participate compromising the in-class activities... Read more about Peer Instruction
Breaking down the classroom walls: Engaging student teams across time and space, at ENLIGHT Teaching and Learning Conference, University of Ghent, Belgium, Thursday, November 18, 2021:
1._enlight_keynote.pdf

As teachers within the ENLIGHT network and beyond are driving an educational innovation in which diverse, interdisciplinary and international teams of students collaborate to solve complex, real-world problems, the reality of everyday teaching and learning within university walls pose certain challenges. While project- and team-based courses usually take place inside the classroom, ENLIGHT is creating blended opportunities in which students work together online and on...

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Student-centered learning with Perusall, at University of Florida (online), Wednesday, November 10, 2021:
student-centered_learning_with_perusall.pdf

Learning is a social experience — it requires interactions and interactivity. Most students learn better by engaging with content and reflecting on it. Moving pre-class reading assignments to an asynchronous and self-paced environment improves completion rates. Through Perusall, we will demonstrate how to move information transfer and sense-making online and make it interactive, promoting social interactions between students. In addition, we will discuss how the platform promotes intrinsic and extrinsic motivation to improve student performance.

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Let’s set learning free!, at University:Future Festival, Berlin, Germany, Wednesday, November 3, 2021:
uff_berlin.pdf

Traditionally education has been constrained by the walls of the physical classroom, requiring education to be synchronous and at a pace that is typically set by the instructor. The pandemic opened the door to learning without physical classroom, hinting at a future where students are engaged across time and space in a blended environment.

A Moral Dilemma: How will we teach after the pandemic?, at 33rd International Conference on Technology in Collegiate Mathematics (ICTCM) 2021, Friday, October 8, 2021:
ictcm2021.pdf

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.

Transform your teaching with Perusall, at Waseda University, Friday, October 1, 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 Transform your teaching with Perusall

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