"Are students learning as much as they think they are? The role of (dis)fluency with passive and active learning" (Webinar)

Start time

February 28, 2020 08:00 AM

End time

February 28, 2020 09:00 AM

Location

Online

Workshop Worth

2

Description
"Are students learning as much as they think they are? The role of (dis)fluency with passive and active learning" Dr. Louis Deslauriers, Director of Science Teaching and Learning in the Faculty of Arts and Sciences, Harvard University Abstract: Despite overwhelming evidence indicating that students learn more when they are actively engaged in the classroom than they do in a passive lecture environment, most instructors still use traditional methods, at least in large-enrollment college STEM courses (see Stains et. al., Science 2018). Why do these inferior methods of instruction persist? And how are these methods of instruction, traditional lecturing and active learning, even defined? I will draw on our findings in a recent article (see Deslauriers et. al., PNAS 2018) to discuss some of the obstacles hindering the wide adoption of research-based active learning methods and present various ways to mitigate these. In particular, I will discuss the interplay between fluency, feeling of learning, and actual learning. In addition, I will provide a detailed description of the types of active learning currently being used in small and large enrollment science courses at Harvard University. RSVP for the workshop with the CLSE here as well as at the event webpage: https://simbio.com/webinars/active-learning-research Following the workshop, email Erica Szeyller.1 to confirm your attendance for the full event time. If you were not able to attend the full event, email Erica Szeyller.1 to discuss the possibility of 5001 course points.