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Keynote

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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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.

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.
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.

Getting every student ready for every class: How to make your pre-class assignments more socially engaging, at PAEE/ALE 2021 International Conference on Active Learning in Engineering Education, Wednesday, July 7, 2021:
paee_ale_conference.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 Getting every student ready for every class: How to make your pre-class assignments more socially engaging
Interactive Learning, online and in-person, at IAP Symposium on Innovative Leadership: Transforming Higher Education in the Digital Age , Monday, June 21, 2021:
iap_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 platform can promote intrinsic...

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Remote Learning was a Disaster. Was it?: Reflections on a year of remote teaching, at Sthem Brasil — Formação de Gestores, Wednesday, June 16, 2021:
brasil_sthem.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 some surprising results. And learn why I might not go back.

Remote Learning was a Disaster. Was it?: Reflections on a year of remote teaching, at UNC Higher Education Flipped Learning Conference, Thursday, June 3, 2021

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 some surprising results. And learn why I might not go back.


 
Keynote: Twilight of the Lecture: Peer Instruction for Active Learning, at Faculty Development Workshop, Touro College, New York, NY, Friday, April 23, 2021:
touro_keynote.pdf

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...

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Education, post-coronavirus, at Jornadas Virtuales de Educación, CeRP del Norte, Uruguay, Wednesday, September 30, 2020:
cerp_education_post-coronavirus.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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