Other education

Instructors all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers move information coverage out of the lecture hall so that they can better leverage in-class time to address student difficulties and misconceptions. In this interactive session, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting and resolving a series common myths about... Read more about Flipped Classrooms 101

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 AP50: A team-based, project-based approach to teaching introductory physics

That physics describes the real world is a given for physicists. In spite of tireless efforts by instructors to connect physics to the real world, students walk away from physics courses believing physicists live in a world of their own. Are students clueless about the real world? Or are we perhaps deluding ourselves and misleading our students about the real world?

Neurobiology and cognitive psychology have made great progress in understanding how the mind processes information – in particular visual information. The knowledge we can gain from these fields has important implications for the presentation of visual information and student learning.

Neurobiology and cognitive psychology have made great progress in understanding how the mind processes information – in particular visual information. The knowledge we can gain from these fields has important implications for the presentation of visual information and student learning

Most -- if not all -- of the important skills in our life are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Instead, we should really focus on the assimilation of that information and shift the focus from teaching to helping students learn. Over the past 20 years, instructors world-wide have begun to adopt Peer Instruction to get students to think in class. With the advent of new technology the process can be significantly improved. A new data-analytics driven audience response system does away with... Read more about Catalyzing Learning using Learning Catalytics

Neurobiology and cognitive psychology have made great progress in understanding how the mind processes information – in particular visual information. The knowledge we can gain from these fields has important implications for the presentation of visual information and student learning

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 Team-based learning in Engineering Education

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

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

Al abrir las puertas de cualquier sala de clases en cualquier parte del mundo, podrá observar un modelo casi universal de evaluación del aprendizaje del es- tudiante. Los profesores están ubicados al frente del salón de clases, enseñan contenido, los estudiantes (eso esperamos) intentan aprender el contenido y los profesores lo evalúan a través de métodos tradicionales, tales como exámenes de opciones múltiples, exámenes cortos o tareas de investigación. La mayoría de es- tos métodos convencionales de evaluación son de una sola dimensión y no están alineados con metas amplias... Read more about Repensar la evaluación del aprendizaje de los estudiantes en la educación superior