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Keynote or Plenary

Assessment: The silent killer of learning, at Rijksuniversiteit Groningen (Groningen, Netherlands), Thursday, November 26, 2015:
talk_2552.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
Flat space, deep learning, at Tour de mazur, Universiteit Twente (Enschede, Netherlands), Wednesday, November 25, 2015:
talk_2550.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
Assessment: The silent killer of learning, at Tour de Mazur, TU Delft (Delft, Netherlands), Tuesday, November 24, 2015:
talk_2546.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
Flat space, deep learning, at Tour de Mazur, TU Delft (Delft, Netherlands), Tuesday, November 24, 2015:
talk_2545.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
Memorization or understanding: are we teaching the right thing?, at National Meeting of the American Association of Physics Teachers Mexican Section, Universidad Nacional Autónoma de México (UNAM) (Mexico City, Mexico), Friday, November 13, 2015:
talk_2561.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 synthesizing... Read more about Memorization or understanding: are we teaching the right thing?
Turning Lectures into Learning, at Turning Technologies User Conference, Akademia Finansów i Biznesu Vistula (Warsaw, Poland), Monday, October 26, 2015:
talk_2542.pdf
The world is abuzz with talk about "clickers" or classroom response systems. Clicker are not just simple polling tools, but can be used to achieve significant learning gains. In this presentation we explore using clickers with Peer Instruction, a pedagogy that encourages students to interact and solve problems during class.
Flat space, deep learning, at Caltech (Pasadena, CA), Friday, October 23, 2015:
talk_2526.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
Confessions of a converted lecturer, at 2015 Caltech Physics Research Conference/Teach Week, Caltech (Pasadena, CA), Thursday, October 22, 2015:
talk_2525.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 improved my students' performance significantly
Flipping the classroom and never looking back, at The Digital Education Show Middle East (Dubai, United Arab Emirates), Tuesday, September 15, 2015:
talk_2469.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 flipped my classroom and how it has improved my students' performance significantly

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