Increasing Interactivity A Refresh Teaching event 12.04.16 Presented by: Prof. Dr. Florian Dörfler and Prof. Dr. Steve Johnson Hosted by: Karin Brown and Dr. Sarah Shephard
What is interactivity? The act of students engaging conceptually with other students in order to promote learning
What is interactivity? ideas and concepts multiple people active learning The act of students engaging conceptually with other students in order to promote learning social aligned to learning objectives
To start off with….
who are you & why are you here? Q1: how often do you use interactivity ? ⇒ line up Q2: what percentage of students participate ? ⇒ line up Q3: what are you hoping for today ? ⇒ please share with your neighbor. we will gather some of your ideas.
who are you & why are you here? Q1: how often do you use interactivity ? ⇒ line up Q2: what percentage of students participate ? ⇒ line up Q3: what are you hoping for today ? ⇒ please share with your neighbor. we will gather some of your ideas.
who are you & why are you here? Q1: how often do you use interactivity ? ⇒ line up Q2: what percentage of students participate ? ⇒ line up Q3: what are you hoping for today ? ⇒ please share with your neighbor. we will gather some of your ideas.
the wanderings and musings of interactive sequences Florian D¨ orfler
the wanderings and musings of interactive sequences Florian D¨ orfler Q: what resonates which you? please write down any reactions (questions, observations, epiphanies, memories of your own examples). you will have the opportunity to discuss these afterwards.
The “less than ideal” (?) course for interactivity title: Advanced Topics in Control audience: Master/PhD students in ITET, MAVT, & CS 2015: 40–70 students 2016: 100+ students room CAB G61: a prototypical “frontal” lecture room with 190 seats contents: distributed systems & control: theory, proofs, examples climate: control courses are not known to be interactive rather theoretic courses requiring lots of self-study at home � motivating applications typically come through other courses �
I guess we all know the theory . . . ! "#$%&'()!$*!+",-! ./00'**#1!$(1!23'44#1! !"#$%$$$ &"'"()*+$,-)./$%0$$ 1'2+$3/4"5-)6*7$/2$384"'6)6*7$$ ! ! $ !"#$%$$$ 92'6)6*$ &"'"()*+$,-)./$%0$$$ 1'2+$3,"*4$25$/-4$,/"*46$/2$$ 3*7)(4$25$/-4$,)(46$$ ! $ !"#$%$$$ &"'"()*+$,-)./$%0$$$ 12"3-)4*$),$+5'2$/-"4$6+"/2')"7$/5$82$$ 3592'2(:$$ $ ;5'4)4*$
I guess we all know the theory . . . ! "#$%&'()!$*!+",-! ./00'**#1!$(1!23'44#1! !"#$%$$$ &"'"()*+$,-)./$%0$$ 1'2+$3/4"5-)6*7$/2$384"'6)6*7$$ ! ! $ !"#$%$$$ 92'6)6*$ &"'"()*+$,-)./$%0$$$ 1'2+$3,"*4$25$/-4$,/"*46$/2$$ 3*7)(4$25$/-4$,)(46$$ ! $ !"#$%$$$ &"'"()*+$,-)./$%0$$$ 12"3-)4*$),$+5'2$/-"4$6+"/2')"7$/5$82$$ 3592'2(:$$ $ ;5'4)4*$ The course involved a class room visit (!!!) (by LET instructors & course participants) where I was “forced” to try interactive sequences. . .
I guess we all know the theory . . . ! "#$%&'()!$*!+",-! ./00'**#1!$(1!23'44#1! !"#$%$$$ &"'"()*+$,-)./$%0$$ 1'2+$3/4"5-)6*7$/2$384"'6)6*7$$ ! ! $ !"#$%$$$ 92'6)6*$ &"'"()*+$,-)./$%0$$$ 1'2+$3,"*4$25$/-4$,/"*46$/2$$ 3*7)(4$25$/-4$,)(46$$ ! $ !"#$%$$$ &"'"()*+$,-)./$%0$$$ 12"3-)4*$),$+5'2$/-"4$6+"/2')"7$/5$82$$ 3592'2(:$$ $ ;5'4)4*$ The course involved a class room visit (!!!) (by LET instructors & course participants) where I was “forced” to try interactive sequences. . . Reactions: Myself: “it’s never gonna work in my class” My TAs: “it won’t work & you’ll make a fool of yourself”
So I went out on a limb prepared to fail miserably . . . let’s take a look
Epiphany: it worked & it was a lot of fun! trial results: students were very interactive in this lecture long-term effects: the classroom climate changed ever since my teaching remained (more) interactive ever since selfish motivation: lecturing is more fun this way students learn more & have more fun as well
Epiphany: it worked & it was a lot of fun! trial results: students were very interactive in this lecture long-term effects: the classroom climate changed ever since my teaching remained (more) interactive ever since selfish motivation: lecturing is more fun this way students learn more & have more fun as well
Epiphany: it worked & it was a lot of fun! trial results: students were very interactive in this lecture long-term effects: the classroom climate changed ever since my teaching remained (more) interactive ever since selfish motivation: lecturing is more fun this way students learn more & have more fun as well
Epiphany: it worked & it was a lot of fun! trial results: students were very interactive in this lecture long-term effects: the classroom climate changed ever since my teaching remained (more) interactive ever since selfish motivation: lecturing is more fun this way students learn more & have more fun as well
Epiphany: it worked & it was a lot of fun! trial results: students were very interactive in this lecture long-term effects: the classroom climate changed ever since my teaching remained (more) interactive ever since selfish motivation: lecturing is more fun this way students learn more & have more fun as well
Epiphany: it worked & it was a lot of fun! trial results: students were very interactive in this lecture long-term effects: the classroom climate changed ever since my teaching remained (more) interactive ever since selfish motivation: lecturing is more fun this way students learn more & have more fun as well LET instructor: “ we told you so � ”
Dr. Steven Johnson
Course: “Terahertz Technology and Applications” DPHYS elective, typical enrollment is 10-15 students Objective (from course catalog): The course objective is to give students the ability to identify problems that can be addressed using terahertz frequency radiation and to design on a conceptual level a way to implement solutions to these problems. These "problems" include both scientific (in physics, chemistry and biology) and industrial (medicine, pharmaceuticals, security) areas.
Example of a “problem” Problem: Conceptually design a THz-based method for detecting concealed weapons or explosives hidden under clothing and/or packaging. - Principle of detection? - What kind of source / detector? - Optics layout?
Procedure: 1) “Principle of detection” • brainstorming session • identify physical principle at the heart of how a possible solution could work • done in groups of 2-3 (self selected) • 5 minutes to discuss • report orally, I categorize & write on black/ whiteboard 2) Prepared material (data) distributed to make some of the expected responses more quantitative.
3) For next two questions, each team picks one of the “principles” to flesh out • pick appropriate source and detector • sketch a layout of how the device would be (including optics) • 15-20 minutes, I float around to help and answer questions • reporting by students writing on black/ whiteboard • discussed in plenum, improvements offered • …can take a long time, but is somewhat controllable…
General thoughts, after doing this 3 times: • Students engaged and seem to enjoy it • Some issues with getting them to do reading beforehand (~ 50% will do it) • Requires from students a basis of knowledge (from earlier part of class) • Requires for me a large level of familiarity and flexibility • Useful for identifying misconceptions or even holes in the course • Exercises: analyze a more concrete version of the a solution
last item between you and lunch task: identify one concrete step or action you will take to apply what you have discussed here ⇒ write it on a big post-it ⇒ return to the flipchart where you wrote your original goal & cluster around ⇒ in your cluster, share your concrete action
last item between you and lunch task: identify one concrete step or action you will take to apply what you have discussed here ⇒ write it on a big post-it ⇒ return to the flipchart where you wrote your original goal & cluster around ⇒ in your cluster, share your concrete action
Thank you! Next Refresh Teaching: May 12th, ETH Hönggerberg, HIT E51 Promoting critical thinking – Interdisciplinary approaches: a matrix for critical thinking … en guete mitenand.
Recommend
More recommend
