Technology and education

Using technology to engage students, at Pearson Education Instructor Tools Workshop (Boston, MA), Tuesday, August 18, 2009:
It has been suggested the lack of interaction in large lecture courses is to blame for the many problems facing these courses: declining enrollments, low attendance, poor evaluations, and disappointing retention. We offer a way of redesigning the classroom so interaction is introduced in many aspects of the course. This approach has shown to be effective by many instructors in a broad variety of environments. I will demonstrate some of the tools we have developed to foster this interaction.
Flipping the Science Classroom: How to Turn your Students' Worlds Upside Down, at The Center for Scientific Teaching: Science Education Speakers Series, Yale University (New Haven, CT), Thursday, November 1, 2012:
In a flipped classroom, instructors typically move information coverage outside the classroom so that they can better leverage in-class time to address student misunderstandings and misconceptions about subject matter. The most basic and popular iteration of a flipped class is pre-recording lectures on key concepts, called screencasting, and putting them online for viewing and engagement before class. In this workshop, Dr. Julie Schell will provide an overview of the history of the flipped classroom and introduce a set of innovative tools that go beyond screencasting, tools that instructors... Read more about Flipping the Science Classroom: How to Turn your Students' Worlds Upside Down
The Interactive Learning Toolkit: supporting interactive classrooms, at 128th National AAPT meeting (Miami, FL), Monday, January 26, 2004:
Research-based interactive learning techniques have dramatically improved student understanding. We have created the 'Interactive Learning Toolkit' (ILT), a web-based learning management system, to help implement two such pedagogies: Just in Time Teaching and Peer Instruction. Our main goal in developing this toolkit is to save the instructor time and effort and to use technology to facilitate the interaction between the students and the instructor (and between students themselves). After a brief review of both pedagogies, we will demonstrate the many exciting new features of the ILT. We will... Read more about The Interactive Learning Toolkit: supporting interactive classrooms
Science pedagogy - no longer a private frontier, at Frontiers in Science Teaching, Aarhus University (Aarhus, Denmark), Monday, June 18, 2012:
Teaching within an academic research career is often cast as a private enterprise, representing a silo among professors’ more communal work within research groups and service activities. Just like new frontiers in science research, innovation in science education often involves joint ventures. In this presentation, we introduce for the first time Peer Instruction Network, a new social network developed at Harvard University to connect educators worldwide in their efforts to shape the terrains of how and what people learn in the 21st century. The presentation will include a live... Read more about Science pedagogy - no longer a private frontier
The interactive learning toolkit: technology and the classroom, at Videoconference, UNITEC, Universidad Tecnológica Centroamericana (Cambridge, MA), Wednesday, February 24, 2010:
It has been suggested the lack of interaction in large lecture courses is to blame for the many problems facing these courses: declining enrollments, low attendance, poor evaluations, and disappointing retention. We offer a way of redesigning the classroom so interaction is introduced in many aspects of the course. This approach has shown to be effective by many instructors in a broad variety of environments. I will demonstrate some of the tools we have developed to foster this interaction.
Learning Catalytics: Socrates Meets Facebook and High Academic Standards, at BLC 2013 (Boston, MA), Tuesday, July 23, 2013:
Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom. Peer Instruction is a research-based pedagogy that introduces rigorous problem solving while providing teachers with invaluable real time data. The process has been shown to dramatically improve conceptual understanding and personalize instruction, even in large classes. While successfully implementing Peer Instruction doesn't require any technology, using the right technology can improve student engagement, and dramatically increase learning.

In this workshop you will learn how to...

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Catalyzing Learning Using Peer Instruction and Learning Catalytics, at BLC12 (Boston, MA), Tuesday, July 17, 2012:
Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. While successfully implementing peer instruction doesn't require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in... Read more about Catalyzing Learning Using Peer Instruction and Learning Catalytics
Using technology to engage students, at Faculty Development Workshop, University of Iowa (Iowa City, IA), Friday, April 30, 2010:
It has been suggested the lack of interaction in large lecture courses is to blame for the many problems facing these courses: declining enrollments, low attendance, poor evaluations, and disappointing retention. We offer a way of redesigning the classroom so interaction is introduced in many aspects of the course. This approach has shown to be effective by many instructors in a broad variety of environments. I will demonstrate some of the tools we have developed to foster this interaction.
Disrupting Higher Education with Technological Innovation, at HEASPA Brown Bag, The University of Texas at Austin (Austin, TX), Thursday, March 20, 2014:
Charles Eliot’s elective system initiated at Harvard University in the 1890s radically transformed the field of higher education. It is one of only a few truly disruptive innovations to catalyze universal change in how people learn on American college and university campuses. The only other innovation in learning that approaches this scale is another Harvard pedagogy – the Case Study Method, also developed in the late 19th century. Around the same time, one of the world’s most enduring technological innovations was born: the automobile. With thousands of advances since that time, todayâ... Read more about Disrupting Higher Education with Technological Innovation

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