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Workshop on Peer Instruction, at Becas Santander Skills | Innovation in Teaching- Laspau, Wednesday, December 1, 2021
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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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
The Moral Dilemma of Going Back: How the Pandemic Changed My Teaching, at Rotary eClub of Silicon Valley, Saturday, September 25, 2021:
rotary_eclub.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.
Flipping your class and never looking back, at AVID at Victoria University, Melbourne, Australia, Wednesday, September 15, 2021:
flipping_avid_vic_u.pdf

Education is more than just transfer of information, yet that is what is mostly done in classrooms -- teachers present material (even though this material might be readily available in printed form) and for students the main purpose of classroom instruction 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 classroom learning from delivering information...

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Lessons from a year of remote teaching, at X Lean Six-Sigma Congress (Virtual), Friday, July 30, 2021:
x_lssc_remote_teaching.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.
Effective Remote Teaching, at SAIP2021 South-African Institute of Physics Conference, North-West University, South Africa, Friday, July 30, 2021:
saip2021_remote_teaching.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.

 
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Metamaterials for extreme optics, at SAIP2021 South-African Institute of Physics Conference, North-West University, South Africa, Tuesday, July 27, 2021:
extreme_optics_saip.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. We have developed a variety of in-plane metamaterial designs that permit obtaining a refractive index of zero in the optical regime. We will report on some of the exotic physics of zero-index metamaterials, including strong enhancement of nonlinear optical phenomena. We can also...

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Promoting self-directed learning in a remote teaching setting, at Educamp 2021 Conference, UTEC, Peru, Tuesday, July 13, 2021:
educamp_remote_teaching.pdf

The pandemic catapulted schools and universities into remote teaching, forcing instructors and students to scramble to adapt to a new reality. By the end of 2020, public opinion on the remote teaching and learning “experiment” had soured. The verdict in the media was crystal clear: remote teaching is a disaster. Is it really that bad? Join me in analyzing how I transitioned my team- and project-based course to remote teaching and discovered how promoting ownership of learning and self-directed learning can yield surprising results. And learn why I might not go back.

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

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