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Anita Graser 🇪🇺🇺🇦🇬🇪<p>🤩 <a href="https://fosstodon.org/tags/MobilityDataAnalytics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>MobilityDataAnalytics</span></a> &amp; <a href="https://fosstodon.org/tags/GIScience" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>GIScience</span></a> all around:</p><p>Attending the <span class="h-card" translate="no"><a href="https://bird.makeup/users/emeraldseu" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>emeraldseu</span></a></span> GA today. Presented progress on <a href="https://fosstodon.org/tags/Trajectools" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Trajectools</span></a> and our <a href="https://fosstodon.org/tags/explainableAI" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>explainableAI</span></a> &amp; <a href="https://fosstodon.org/tags/activeLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>activeLearning</span></a> for <a href="https://fosstodon.org/tags/MobilityDataScience" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>MobilityDataScience</span></a>. While simultaneously traveling to <a href="https://fosstodon.org/tags/AGIT2025" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>AGIT2025</span></a> 🚄</p>
Marcello Seri<p>Mathematics is a powerful language, but getting acquainted to it can be painful and discouraging, especially if you are not really interested in it. But it can be different!</p><p>In our latest episode, get to know Harvard's Brendan Kelly and explore how active learning can transform math education from memorization to meaningful exploration. 🤯 </p><p>Listen to it on <a href="https://creators.spotify.com/pod/profile/not-just-numbers/episodes/S2E08---Actively-learning-mathematics-with-Brendan-Kelly-e34ja19" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="ellipsis">creators.spotify.com/pod/profi</span><span class="invisible">le/not-just-numbers/episodes/S2E08---Actively-learning-mathematics-with-Brendan-Kelly-e34ja19</span></a> or your favourite podcast platform</p><p><a href="https://mathstodon.xyz/tags/mathematics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>mathematics</span></a> <a href="https://mathstodon.xyz/tags/education" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>education</span></a> <a href="https://mathstodon.xyz/tags/activelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>activelearning</span></a></p>
Adrian Segar<p>Destroy the conference to save it! If we try to save conferences by keeping them the way they've always been, we'll destroy them.</p><p><a href="https://www.conferencesthatwork.com/index.php/event-design/2018/06/it-became-necessary-to-destroy-the-conference-to-save-it" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">conferencesthatwork.com/index.</span><span class="invisible">php/event-design/2018/06/it-became-necessary-to-destroy-the-conference-to-save-it</span></a></p><p><a href="https://mastodon.social/tags/meetings" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>meetings</span></a> <a href="https://mastodon.social/tags/EventDesign" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EventDesign</span></a> <a href="https://mastodon.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://mastodon.social/tags/connection" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>connection</span></a> <a href="https://mastodon.social/tags/engagement" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>engagement</span></a> <a href="https://mastodon.social/tags/lecturing" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>lecturing</span></a> <a href="https://mastodon.social/tags/eventprofs" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>eventprofs</span></a></p>
Doug Holton<p>Students Don't Learn the Way They Think They Do in a Large, <a href="https://mastodon.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> Genetics Course<br><a href="https://www.lifescied.org/doi/full/10.1187/cbe.24-10-0251" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">lifescied.org/doi/full/10.1187</span><span class="invisible">/cbe.24-10-0251</span></a><br>"students exhibited larger learning gains from prediction activities compared with worked examples or tell-then-practice activities, as evidenced by a course pretest/posttest"<br><a href="https://mastodon.social/tags/STEMeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>STEMeducation</span></a> <a href="https://mastodon.social/tags/BiologyEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>BiologyEducation</span></a> <a href="https://mastodon.social/tags/Teaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Teaching</span></a> <a href="https://mastodon.social/tags/EdDev" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EdDev</span></a> <a href="https://mastodon.social/tags/InquiryBasedLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>InquiryBasedLearning</span></a> <a href="https://mastodon.social/tags/EvidenceBasedTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EvidenceBasedTeaching</span></a></p>
burr settles<p>Question for the AI/ML/NLP community:</p><p>Have there been any major breakthroughs in <a href="https://sigmoid.social/tags/activelearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>activelearning</span></a> that might warrant an update to my 2012 book on the subject?</p><p>I'm aware of some new things we know about the relationship between ML heuristics and human self-directed learning. And of course, broadly speaking, ANNs+LLMs are now a big thing.</p><p>But have there been any major advances in *active learning* methods beyond just applying existing heuristics to new models/problems?</p>
Adrian Segar<p>Why switching to active learning is hard — and worth it!</p><p><a href="https://www.conferencesthatwork.com/index.php/event-design/2019/09/why-switching-to-active-learning-is-hard-and-worth-it" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">conferencesthatwork.com/index.</span><span class="invisible">php/event-design/2019/09/why-switching-to-active-learning-is-hard-and-worth-it</span></a></p><p><a href="https://mastodon.social/tags/meetings" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>meetings</span></a> <a href="https://mastodon.social/tags/EventDesign" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EventDesign</span></a> <a href="https://mastodon.social/tags/learning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>learning</span></a> <a href="https://mastodon.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://mastodon.social/tags/versus" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>versus</span></a> <a href="https://mastodon.social/tags/lectures" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>lectures</span></a> <a href="https://mastodon.social/tags/eventprofs" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>eventprofs</span></a></p>
Jens Lechtenbörger<p><span class="h-card" translate="no"><a href="https://fediscience.org/@sbrl" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>sbrl</span></a></span> In flipped classrooms, students work through lecture material on their own, and meet their lecturer for joint exercise work. Then, the lecturer is around to discuss, to provide feedback. There are lots of meta-studies on the effectiveness of different interpretations of “flipping”, with mixed results. I currently experiment with “Fail, flip, fix, and feed” of [1] (without significant changes in exam results, but with more fun in the classroom). If you are interested, my teaching statement [2] explains my approach with more references.<br>[1] <a href="https://www.frontiersin.org/articles/10.3389/feduc.2022.956416" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">frontiersin.org/articles/10.33</span><span class="invisible">89/feduc.2022.956416</span></a><br>[2] <a href="https://lechten.gitlab.io/teaching.html" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="ellipsis">lechten.gitlab.io/teaching.htm</span><span class="invisible">l</span></a></p><p>🧵 3/3 <a href="https://digitalcourage.social/tags/Teaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Teaching</span></a> <a href="https://digitalcourage.social/tags/FlippedClassroom" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>FlippedClassroom</span></a> <a href="https://digitalcourage.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://digitalcourage.social/tags/AcademicChatter" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>AcademicChatter</span></a> <a href="https://digitalcourage.social/tags/Thread" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Thread</span></a> <a href="https://digitalcourage.social/tags/ThreadEnd" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ThreadEnd</span></a></p>
Jens Lechtenbörger<p><span class="h-card" translate="no"><a href="https://fediscience.org/@sbrl" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>sbrl</span></a></span> On flipped classrooms: Where I come from, lecturing is a dominant mode of teaching. It is an effective way of teaching. However, learning is pulling information out of one’s head (aka active learning), strengthening the brain and its physical structures with continued training (similarly to training in the gym for other muscles). Thus, there is little learning in lectures, at least not when I lectured (figured out painfully with bad results on classroom response quizzes that I perceived to be easy), although student evaluations where good. Students left lectures with a good feeling and struggled with the non-obvious complexities of lecture material and exercise work on their own.</p><p>🧵 2/3 <a href="https://digitalcourage.social/tags/Teaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Teaching</span></a> <a href="https://digitalcourage.social/tags/FlippedClassroom" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>FlippedClassroom</span></a> <a href="https://digitalcourage.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://digitalcourage.social/tags/AcademicChatter" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>AcademicChatter</span></a> <a href="https://digitalcourage.social/tags/Thread" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Thread</span></a></p>
Adrian Segar<p>In 2009, the biologist E.O. Wilson described what he saw as humanity's problem. I think it’s also a fundamental meeting problem.</p><p><a href="https://www.conferencesthatwork.com/index.php/event-design/2021/10/humanity-meeting-problem" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">conferencesthatwork.com/index.</span><span class="invisible">php/event-design/2021/10/humanity-meeting-problem</span></a></p><p><a href="https://mastodon.social/tags/meetings" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>meetings</span></a> <a href="https://mastodon.social/tags/MeetingDesign" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>MeetingDesign</span></a> <a href="https://mastodon.social/tags/humanity" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>humanity</span></a> <a href="https://mastodon.social/tags/FundamentalProblem" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>FundamentalProblem</span></a> <a href="https://mastodon.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://mastodon.social/tags/emotions" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>emotions</span></a> <a href="https://mastodon.social/tags/institutions" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>institutions</span></a> <a href="https://mastodon.social/tags/technology" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>technology</span></a> <a href="https://mastodon.social/tags/eventprofs" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>eventprofs</span></a></p>
CCochard<p>I am teaching my Thermochemistry course this semester with an active learning approach in mind.<br>I will be sharing what I do, goes well and not so well as I go along in the semester.</p><p>A thread as I go...</p><p>I will be using the <a href="https://social.sciences.re/tags/ITeachThermo" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ITeachThermo</span></a> hashtag so muted if you don't want to hear about it.</p><p>1/end</p><p><a href="https://social.sciences.re/tags/physics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>physics</span></a> <a href="https://social.sciences.re/tags/chemistry" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>chemistry</span></a> <a href="https://social.sciences.re/tags/thermodynamics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>thermodynamics</span></a> <a href="https://social.sciences.re/tags/AcademicChatter" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>AcademicChatter</span></a> <a href="https://social.sciences.re/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a></p>
Adrian Segar<p>You can build active learning and connection into meetings using pair share. Here's why and when to use trio share rather than pair share.</p><p><a href="https://www.conferencesthatwork.com/index.php/event-design/2020/12/trio-share-pair-share" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">conferencesthatwork.com/index.</span><span class="invisible">php/event-design/2020/12/trio-share-pair-share</span></a></p><p><a href="https://mastodon.social/tags/meetings" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>meetings</span></a> <a href="https://mastodon.social/tags/facilitation" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>facilitation</span></a> <a href="https://mastodon.social/tags/EventDesign" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EventDesign</span></a> <a href="https://mastodon.social/tags/SmallGroupWork" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>SmallGroupWork</span></a> <a href="https://mastodon.social/tags/PairShare" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>PairShare</span></a> <a href="https://mastodon.social/tags/TrioShare" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>TrioShare</span></a> <a href="https://mastodon.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://mastodon.social/tags/eventprofs" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>eventprofs</span></a></p>
Doug Holton<p>Refining active learning design principles through design-based research <a href="https://journals.sagepub.com/doi/full/10.1177/14697874221096140" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="ellipsis">journals.sagepub.com/doi/full/</span><span class="invisible">10.1177/14697874221096140</span></a><br>"Too few online courses incorporate active learning pedagogies in the design of learning tasks, and too many online courses still place the learner in the role of passive consumer of disciplinary content rather than in the central role of tackling authentic tasks that foster active knowledge construction"<br><a href="https://mastodon.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://mastodon.social/tags/OnlineTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>OnlineTeaching</span></a> <a href="https://mastodon.social/tags/OnlineLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>OnlineLearning</span></a> <a href="https://mastodon.social/tags/EdDev" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EdDev</span></a></p>
Doug Holton<p>Barriers instructors experience in adopting active learning: Instrument development <a href="https://onlinelibrary.wiley.com/doi/full/10.1002/jee.20557?campaign=woletoc" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="ellipsis">onlinelibrary.wiley.com/doi/fu</span><span class="invisible">ll/10.1002/jee.20557?campaign=woletoc</span></a><br>See also: Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments <a href="https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0062-7" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="ellipsis">stemeducationjournal.springero</span><span class="invisible">pen.com/articles/10.1186/s40594-017-0062-7</span></a><br><a href="https://mastodon.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://mastodon.social/tags/STEMeducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>STEMeducation</span></a> <a href="https://mastodon.social/tags/Teaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Teaching</span></a> <a href="https://mastodon.social/tags/EdDev" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EdDev</span></a></p>