The document discusses inverting the traditional classroom model by moving more active learning activities, like problem-solving, into the classroom and assigning lectures and initial content acquisition as pre-class work. It argues this approach better supports deep learning and conceptual understanding. Specific strategies discussed include using clicker questions during lectures to promote engagement, peer instruction, and the student-generated question platform PeerWise to facilitate self-study. Research evidence is presented suggesting inverted models can improve learning outcomes in physics education.
Peerwise - Paul Denny - Edinburgh 2011 (part 2)EdUniSciEng
Part 2 of Paul Denny's presentation at the LTKB workshop, Edinburgh 2011. PeerWise is a web-based repository of MCQs built by students. Students are given the responsibility of creating and moderating the resource. By leveraging the creativity and energy of a class, a large, diverse and rich resource can result.
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
Peerwise - Paul Denny - Edinburgh 2011 (part 2)EdUniSciEng
Part 2 of Paul Denny's presentation at the LTKB workshop, Edinburgh 2011. PeerWise is a web-based repository of MCQs built by students. Students are given the responsibility of creating and moderating the resource. By leveraging the creativity and energy of a class, a large, diverse and rich resource can result.
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
This is an updated version of my presentation about research-based effective practices in helping faculty become thoughtful users of clickers and peer instruction.
Conférence co-animée avec David A. Kolb lors du colloque l'apprentissage expérientiel pour l'enseignement de architecture et de la conception des espaces habités
This presentation shared how to teach in ways that promote long term recall of new learning. Topics included: distributed practice, use of patterns in teaching, use of multisensory teaching techniques, and using cumulative exams. Originally presented at Villanova University, May 16, 2018.
www.learnercenteredteaching.com
Blended Learning in a Liberal Arts Setting: Preliminary FindingsNITLE
Jennifer Spohrer, Educational Technologist, and Kimberly Cassidy, Provost and Professor of Psychology, Bryn Mawr College
This paper provides an overview of Bryn Mawr College’s NGLC Wave I study on the impact of blended learning in gateway STEM courses within a liberal arts environment. Research has shown that blending learning can increase student engagement, performance, and persistence at the college level, but the studies have focused on large universities and community colleges. This paper discusses how participating faculty experimented with blended learning, and our preliminary findings concerning effectiveness, challenges, and affordances.
'Stepping into the unknown' - Assessment practices in a digital agePeter Alston
Research Seminar - Department of Computing, Edge Hill University (March 2016)
Abstract:
The advent of online learning is having an impact on policy and practice in many universities around the world and is quickly becoming common place in higher education. Teaching and learning in an online environment is now becoming more commonplace within an educator’s everyday practices and in general, can be more advantageous than traditional instruction. There a variety of reasons for this, in part due to the numerous benefits afforded to both tutors and learners.
This presentation first situates some of the challenges faced by academics using e-assessment, by highlighting the issues raised by a group of academics implementing a continuous online assessment strategy within the Life Sciences. The department’s rationale for adopting continuous assessment will then be discussed, along with how, working with an external content provider, an online assessment strategy was implemented into the first year of undergraduate degree programs. With a strategic responsibility for TEL within the department, I will then highlight some of the challenges that we have faced in implementing such a strategy and share the lessons we have learned in the hope of informing others who plan to embark on such a journey.
This is an updated version of my presentation about research-based effective practices in helping faculty become thoughtful users of clickers and peer instruction.
Conférence co-animée avec David A. Kolb lors du colloque l'apprentissage expérientiel pour l'enseignement de architecture et de la conception des espaces habités
This presentation shared how to teach in ways that promote long term recall of new learning. Topics included: distributed practice, use of patterns in teaching, use of multisensory teaching techniques, and using cumulative exams. Originally presented at Villanova University, May 16, 2018.
www.learnercenteredteaching.com
Blended Learning in a Liberal Arts Setting: Preliminary FindingsNITLE
Jennifer Spohrer, Educational Technologist, and Kimberly Cassidy, Provost and Professor of Psychology, Bryn Mawr College
This paper provides an overview of Bryn Mawr College’s NGLC Wave I study on the impact of blended learning in gateway STEM courses within a liberal arts environment. Research has shown that blending learning can increase student engagement, performance, and persistence at the college level, but the studies have focused on large universities and community colleges. This paper discusses how participating faculty experimented with blended learning, and our preliminary findings concerning effectiveness, challenges, and affordances.
'Stepping into the unknown' - Assessment practices in a digital agePeter Alston
Research Seminar - Department of Computing, Edge Hill University (March 2016)
Abstract:
The advent of online learning is having an impact on policy and practice in many universities around the world and is quickly becoming common place in higher education. Teaching and learning in an online environment is now becoming more commonplace within an educator’s everyday practices and in general, can be more advantageous than traditional instruction. There a variety of reasons for this, in part due to the numerous benefits afforded to both tutors and learners.
This presentation first situates some of the challenges faced by academics using e-assessment, by highlighting the issues raised by a group of academics implementing a continuous online assessment strategy within the Life Sciences. The department’s rationale for adopting continuous assessment will then be discussed, along with how, working with an external content provider, an online assessment strategy was implemented into the first year of undergraduate degree programs. With a strategic responsibility for TEL within the department, I will then highlight some of the challenges that we have faced in implementing such a strategy and share the lessons we have learned in the hope of informing others who plan to embark on such a journey.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. The concept has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In these slides, Ann offers up a model of learning activities that can help you get started, discusses the 4 golden rules of a flipped classroom and concludes with some practical tips from a teacher.
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
Future evolution of the learning technology ecosystemSimon Bates
Keynote presented at National Taiwan Normal University (NTNU) June 2017 as part of the 2017 International Conference "Ecological Restoration and Innovation of Teaching and Learning in Higher Education"
Development & trends in teaching and learning Simon Bates
Forum talk presented at National Taiwan Normal University (NTNU) June 2017 as part of the 2017 International Conference "Ecological Restoration and Innovation of Teaching and Learning in Higher Education"
Expanding horizons of technology enhanced learning
Keynote given as part of the Liverpool John Moores University (LJMU) learning and teaching conference 2017
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in ...Simon Bates
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this keynote, I will consider the role of students as partners in learning with reference to what current research can tell us about how people learn, what students have to say about what supports their learning, and where technology can help.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Bates inverted classroom
1. Inverting the classroom
Why we need to and how
you might go about it
Simon Bates
Dean of Learning and Teaching Professor of Physics Education
College of Science and Engineering School of Physics & Astronomy
s.p.bates@ed.ac.uk
1
2. Inverting the physics classroom
Why we need to and how
you might go about it
Simon Bates
Dean of Learning and Teaching Professor of Physics Education
College of Science and Engineering School of Physics & Astronomy
s.p.bates@ed.ac.uk
2
9. There are 2 problems:
• We spend much class
contact time in
activities towards the
bottom
• We provide most
access to expert help
and guidance during
class hours
9
10. Consequences:
• Lack of engagement,
possible loss of
confidence
• Strategic / shallow
learning, geared totally
towards passing exam
10
11. ‘Inverting the classroom’…
Is about making more time for more
cognitively demanding tasks in class hours
And / or
About finding new ways to engage & support
participants outside class hours.
11
12. ‘Inverting the classroom’…
Is a long term strategic change process
- We’re at about 5 on a scale of 1-10.
- And coverage is patchy
12
17. Conceptual understanding
Despite high grades, often large deficits in
conceptual understanding in e.g.
Newtonian Mechanics
Electricity and magnetism
Scientific thinking
…..
19
19. Labs: the implicit curriculum
• In practical work, we expect students
to acquire data analysis skills in
parallel to practical abilities.
• Frequently, these important skills are
not explicitly taught and not effectively
assessed.
HEA Phys Sci Centre
Development Project 2009-10
21
33. “ The complex cognitive skills required to
understand Physics cannot be
developed by listening to lectures…
… any more than one can learn to play
tennis by watching tennis matches.”
Hestenes, D. Am. J. Phys., 66, 465-7 (1998)
34. • A “clicker”, a.k.a.
– An Electronic Voting
System
– A Personal Response
System
– An Audience Response
System
35.
36.
37.
38. Underpinned College Learning
and Teaching strategy
‘Loanership’ of 3000 handsets
Wide range of disciplines
Science, Eng,Vet. Med.
39. “Although multiple choice questions may seem
limiting, they can be surprisingly good at
generating the desired student engagement and
guiding student thinking.
They work particularly well if the possible answers
embody common confusions or difficult ideas.”
Wieman, C. and Perkins K., Physics Today (2005) 36-42.
40. • What makes a
good question?
– Concept-testing
– Where known
misconceptions live
– Spread of answers
expected
41. “Electronic classroom response systems....are
merely tools, not a 'magic bullet'.
To significantly impact student learning (they)
must be employed with skill in the service of a
sound, coherent pedagogy.
This is not easy.”
Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Am. J. Phys 2006
44. Reproduced from Eric Mazur
(source “Confessions of a converted lecturer” on YouTube)
45. • The reduction in coverage
– Departure from the A-Z content transmission
– The A-Z must be elsewhere (pre-reading, web,
tutorial…)
– The students must buy-in to “the learning
contract”
46. • The first lecture is crucial
– Why we are doing this
– What we expect of them
– Practice use with friendly questions
• There is a learning curve
– This is not an “out of the box” solution
– Whole-team buy-in
47. • What makes a good question ?
• How many to have each lecture ?
• Where to place it / them ?
• Beware shoe-horning content in
55. The University of Edinburgh
Edinburgh, Scotland
5th July, 2010
PeerWise
bridging the gap between online learning
and social media
Paul Denny
Department of Computer Science
The University of Auckland
New Zealand
56. • Web-based MCQ repository built by
students
• Students:
– develop new questions with
associated explanations
– answer existing questions and
rate them for quality and difficulty
– take part in discussions
– compete with other students to
appear on leaderboards
57. Student
familiarity with
Web 2.0
The energy and Student
creativity of a generated
large class questions
66. • To date
– 77 institutions
– 557 courses
– 33757 students have contributed
– 94207 questions have been written
– 2308854 answers have been submitted
67. PeerWise was introduced in workshop
sessions in Week 5
Students worked through
structured example task
and devised own Qs
in groups.
72
68. An assessment was set for the end of
Week 6:
Minimum requirements:
• Write one question
• Answer 5
• Comment on & rate 3
Contributed ~3% to course assessment
73
69. Uptake for in-
course assessment
Workshop Live Due
training
(class size of
~200)
350 questions
in total
~3500 answers
~2000 comments
74
72. Quality of submissions:
• Average quality was very good
• Few trivial questions / nonsense distracters
• Highest quality questions were EXCEPTIONALLY
good
78
78. Does degree of PeerWise use correlate
with end of course performance?
Yes, for the majority of students
86
79.
80.
81. Summary
• Are we really making the best use of
precious lecture / contact time?
• Are there more effective and efficient
ways that we can engage and support
students outside class time?
89
82. EdPER group website bit.ly/EdPER
Talk slides on Slideshare EdPER_talks
s.p.bates@ed.ac.uk
90