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Keynote

Advancing the quality of teaching, at Opening Keynote, Teaching Excellence Program Conference 2023, Melbourne Australia, Tuesday, February 21, 2023:
tep_2023.pdf
To improve learning — and therefore teaching — we need to pay attention to the human, social, cognitive, and aspirational sides of education.  A first, key step in the process of improving learning is to shift from teaching by telling to teaching by questioning. I wilI interactively demonstrate an easy-to-implement way of shifting the focus from the teacher to the learner and create a level of engagement that is difficult to accomplish in the more passive, traditional approach to education. 
Lessons from a year of remote teaching, at Evento de Apertura U.S. Honduras Embassy, Thursday, February 10, 2022:
us_embassy_honduras.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.
Assessment for (not of) Learning, at SLO Symposium 2022 — Competency & Equitable Learning, Friday, January 28, 2022:
slo_symposium_assessment.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 for (not of) Learning
The moral dilemma of going back: How the pandemic changed my teaching , at Leccíon Inaugural, 2022 Universidad del Valle de Guatemala, Friday, January 28, 2022:
uvg_moral_dilemma.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.
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.
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

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