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2017

Getting every student ready for every class, at ZHAW University of Applied Sciences (Winterthur, Switzerland), Wednesday, January 18, 2017:
talk_2675.pdf
Over the past decades there has been a concerted push away from passive lecturing to active engagement in the classroom. A successful implementation of the so-called flipped classroom requires students to come to class prepared, either by reading the textbook or watching a pre-recorded video. A variety approaches have been devised to get students to take responsibility for this information transfer, but none manage to get all students to participate, compromising the in-class activities. In this interactive workshop, I will present a new approach to get every student to prepare for every... Read more about Getting every student ready for every class
Innovating Education to Educate Innovators, at ZHAW University of Applied Sciences (Winterthur, Switzerland), Tuesday, January 17, 2017:
talk_2674.pdf
Can we teach innovation? Innovation requires whole-brain thinking — right-brain thinking for creativity and imagination, and left-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 Innovating Education to Educate Innovators
Designing assessment questions, at Teaching Retreat, ETH Zurich (Zurich, Switzerland), Monday, January 16, 2017
In this workshop we will analyze the components of effective assessment questions.
How assessment drives (or stifles) learning, at Teaching Retreat, ETH Zurich (Zurich, Switzerland), Monday, January 16, 2017:
talk_2670.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 How assessment drives (or stifles) learning

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