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2013

Educating the Innovators of the 21st Century, at Ann Ferren Conference, American University (Washington, DC), Friday, January 11, 2013:
talk_2025.pdf
Can we teach innovation? Innovation requires whole-brain thinking — left-brain thinking for creativity and imagination, and right-brain thinking for planning and execution. Our current approach to education in science and technology, focuses on the transfer of information, developing mostly right-brain thinking by stressing copying and reproducing existing ideas rather than generating new ones. I will show how shifting the focus in lectures from delivering information to team work and creative thinking greatly improves the learning that takes place in the classroom and promotes independent... Read more about Educating the Innovators of the 21st Century
Educating the Innovators of the 21st Century, at MaTCH (“Making the Case for Harvard”), Harvard University Development Office (Cambridge, MA), Thursday, January 10, 2013:
talk_2052.pdf
Can we teach innovation? Innovation requires whole-brain thinking — left-brain thinking for creativity and imagination, and right-brain thinking for planning and execution. Our current approach to education in science and technology, focuses on the transfer of information, developing mostly right-brain thinking by stressing copying and reproducing existing ideas rather than generating new ones. I will show how shifting the focus in lectures from delivering information to team work and creative thinking greatly improves the learning that takes place in the classroom and promotes independent... Read more about Educating the Innovators of the 21st Century
Using Video Analysis to Classify Student Discussions During Peer Instruction, at American Association of Physics Teachers Winter Meeting 2013 (New Orleans, LA), Wednesday, January 9, 2013:
talk_2147.pdf
Numerous studies show courses taught using Peer Instruction have higher learning gains on standardized assessments. Yet we have very few measurements of what happens during the peer discussion component of this pedagogy. When students are told to discuss a physics question with a neighbor, do they do so? If so, do they have a substantive conversation about the physics, or just a brief exchange of answers? To address these questions, we recorded every student discussion in nearly every lecture of an introductory physics course at a major research university. Through both large-scale manual... Read more about Using Video Analysis to Classify Student Discussions During Peer Instruction
Lens to Learning: Using Video Analysis to Classify Student Discussions During Peer Instruction, at American Association of Physics Teachers Winter Meeting 2013 (New Orleans, LA), Wednesday, January 9, 2013:
talk_2148.pdf
Numerous studies show courses taught using Peer Instruction have higher learning gains on standardized assessments. Yet we have very few measurements of what happens during the peer discussion component of this pedagogy. When students are told to discuss a physics question with a neighbor, do they do so? If so, do they have a substantive conversation about the physics, or just a brief exchange of answers? To address these questions, we recorded every student discussion in nearly every lecture of an introductory physics course at a major research university. Through both large-scale manual... Read more about Lens to Learning: Using Video Analysis to Classify Student Discussions During Peer Instruction

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