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Collaborative learning has successfully applied knowledge transfer to guide a pool of small student networks towards robust local minima. However, previous approaches typically struggle with drastically aggravated student homogenization…
English Language Learners (ELLs) are frequently left on the periphery of classroom interactions. Due to misalignment of language skills, teachers and peers communicate with these students less often, decreasing the number of opportunities…
In lifelong learning, a learner faces a sequence of tasks with shared structure and aims to identify and leverage it to accelerate learning. We study the setting where such structure is captured by a common representation of data. Unlike…
In this paper, we describe how we changed the structure of problem sessions in an algorithmic subject, in order to improve student confidence. The subject in question is taught to very large cohorts of (around 900) students, though our…
This resource letter intends to provide physics instructors - particularly graduate student teaching assistants - at the introductory university level with a small but representative collection of resources to acquire a familiarity with…
Over the past 10 years, we have developed at University Paris Sud a first year course on geometrical optics centered on experimentation. In contrast with the traditional top-down learning structure usually applied at university, in which…
Our conferences face a growing crisis: an overwhelming flood of submissions, increased reviewing burdens, and diminished opportunities for meaningful engagement. With AI making paper generation easier than ever, we must ask whether the…
We have designed an introductory laboratory course that engaged first-year undergraduate students in two complementary types of iteration: (1) iterative improvement of experiments through cycles of modeling systems, designing experiments,…
Laboratory courses are an important part of the undergraduate physics curriculum. During physics labs, students can engage in authentic, hands-on experimental practices, which can prepare them for graduate school, research laboratories, and…
Projects and Practices in Physics (P$^3$) is an introductory physics class at Michigan State University that replaces lectures with a problem based learning environment. To promote the development of group based practices, students all…
The progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: before the lab session…
Questions of participant understanding of the nature of an activity have been addressed in anthropology and sociolinguistics with the concepts of frames and framing. For example, a student may frame a learning activity as an opportunity for…
As educators we often ask our physics students to work in groups---on tutorials, during in-class discussions, and on homework, projects, or exams. Researchers have documented the benefits of group work for students' conceptual mastery and…
Responsive teaching, in which teachers adapt instruction based on close attention to the substance of students' ideas, is typically characterized along two dimensions: the level of detail at which teachers attend and respond to students'…
Federated learning (FL) has emerged as a secure paradigm for collaborative training among clients. Without data centralization, FL allows clients to share local information in a privacy-preserving manner. This approach has gained…
Students express a wide range of preferences for learning environments. We are trying to measure the manifestation of learning styles in various learning environments. In particular, we are interested in performance in an environment that…
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use…
Active methodologies aim to develop a critical sense of what is learned, relating theoretical concepts to the practical environment. In this work, we propose an active teaching-learning methodology for laboratory classes in which the…
Physics faculty care about their students learning physics content. In addition, they usually hope that their students will learn some deeper lessons about thinking critically and scientifically. They hope that as a result of taking a…
Education literature recommends many different strategies for structuring student group work in labs. Many of these strategies, however, have not been sufficiently evaluated for their effects on student outcomes. One prior study suggested…