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The Flipped Classroom - Confessions of a Harvard Professor, at Academic Staff Development, Universität Konstanz (Konstanz, Germany), Thursday, June 11, 2015:
talk_2471.pdf
"If we continue to lecture, we will very quickly become obsolete," says Eric Mazur, professor of physics at Harvard University. In times of increasing availability of study material and recorded lectures online, one question is becoming more and more frequent: hy hold a lecture over and over again when you could simply record it and provide it to your students ? The method of the Flipped Classroom takes this idea and adds to it by creating a learning setting that facilitates students’ learning processes. Providing the students with the information input before class, the instructors use the... Read more about The Flipped Classroom - Confessions of a Harvard Professor
Why you can pass tests and still fail in the real world, at Special Lecture, Optical Society (Washington, DC), Monday, June 8, 2015:
talk_2494.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 approach to... Read more about Why you can pass tests and still fail in the real world
Flat space, deep learning, at Swinburne University of Technology (Melbourne, Australia), Friday, June 5, 2015:
talk_2476.pdf
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 understanding... Read more about Flat space, deep learning
Teaching Physics, Conservation Laws First, at Swinburne University of Technology (Melbourne, Australia), Friday, June 5, 2015:
talk_2492.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
Flat space, deep learning, at EduTECH 2015 (Brisbane, Australia), Thursday, June 4, 2015:
talk_2465.pdf
This masterclass will focus on how we can give students ownership of their learning using a team-based, project-based approach.

This new approach 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 understanding of the material. This masterclass will discuss the course philosophy and...

Read more about Flat space, deep learning
Assessment: The silent killer of learning, at EduTECH 2015 Higher Ed Congress (Brisbane, Australia), Wednesday, June 3, 2015:
talk_2467.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 approach to... Read more about Assessment: The silent killer of learning
Catalyzing Learning using Learning Catalytics, at EduTECH 2015 Exhibition (Brisbane, Australia), Wednesday, June 3, 2015:
talk_2493.pdf
Most -- if not all -- of the important skills in our life are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Instead, we should really focus on the assimilation of that information and shift the focus from teaching to helping students learn. Over the past 20 years, instructors world-wide have begun to adopt Peer Instruction to get students to think in class. With the advent of new technology the process can be significantly improved. A new data-analytics driven audience response system does away with... Read more about Catalyzing Learning using Learning Catalytics
Assessment: The silent killer of learning, at EduTECH 2015 K-12 Congress (Brisbane, Australia), Tuesday, June 2, 2015:
talk_2466.pdf
Why is it that stellar students sometimes fail in the workplace while dropouts succeed? Are current assessment practices authentic? How do you implement an assessment process that supports the new interactive teaching techniques and 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' learning and study. Unless we provide a holistic approach to assessment of teaching and learning, it is difficult to produce meaningful and sustainable educational change.

Teaching Physics, Conservation Laws First, at Institute for Teaching and Learning Innovation Public Lecture Series, University of Queensland (Brisbane, Australia), Monday, June 1, 2015:
talk_2491.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
Flat space, deep learning, at Institute for Teaching and Learning Innovation Public Lecture Series, University of Queensland (Brisbane, Australia), Monday, June 1, 2015:
talk_2490.pdf
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 understanding... Read more about Flat space, deep learning

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