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>
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#activelearning
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CCochard<p>"Benchmarking Self-Driving Labs"</p><p>I had a neagtive opinion of self-driving lab, thinking they were mostly an (AI) fad. This is changing my opinion (to some extent. </p><p> <a href="https://arxiv.org/pdf/2508.06642" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="">arxiv.org/pdf/2508.06642</span><span class="invisible"></span></a></p><p><a href="https://social.sciences.re/tags/MaterialScience" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>MaterialScience</span></a> <a href="https://social.sciences.re/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://social.sciences.re/tags/BayesianOptimisation" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>BayesianOptimisation</span></a></p>
Doug Holton<p>Advancements in astronomy education research: Two decades of progress with undergraduate and adult learners <br><a href="https://journals.aps.org/prper/abstract/10.1103/jp2p-97jb" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="ellipsis">journals.aps.org/prper/abstrac</span><span class="invisible">t/10.1103/jp2p-97jb</span></a><br><a href="https://mastodon.social/tags/Astronomy" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Astronomy</span></a> <a href="https://mastodon.social/tags/PhysicsEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>PhysicsEd</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/DBER" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>DBER</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/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> <a href="https://mastodon.social/tags/Teaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Teaching</span></a></p>
Anita Graser 🇪🇺🇺🇦🇬🇪<p>Very excited that our most recent paper on <a href="https://fosstodon.org/tags/ExplainableAI" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ExplainableAI</span></a> & <a href="https://fosstodon.org/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> has been accepted to the <a href="https://fosstodon.org/tags/SENTIS" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>SENTIS</span></a> workshop at <a href="https://fosstodon.org/tags/semanticsconf" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>semanticsconf</span></a> by <span class="h-card" translate="no"><a href="https://sigmoid.social/@semantics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>semantics</span></a></span> </p><p><a href="https://semsys.ai.wu.ac.at/sentis2025/" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="">semsys.ai.wu.ac.at/sentis2025/</span><span class="invisible"></span></a></p>
EPFL<p>🏫 📚 By shifting the focus from learning correct answers to participating in small group discussions, student-led tutorials are fostering a better grasp of engineering concepts as well as class connection.</p><p><a href="https://social.epfl.ch/tags/EngineeringEducation" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EngineeringEducation</span></a> <a href="https://social.epfl.ch/tags/GroupDiscussions" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>GroupDiscussions</span></a> <a href="https://social.epfl.ch/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ActiveLearning</span></a> </p><p>Read more: <a href="https://go.epfl.ch/GA0-en" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="">go.epfl.ch/GA0-en</span><span class="invisible"></span></a></p>
Anita Graser 🇪🇺🇺🇦🇬🇪<p>🤩 <a href="https://fosstodon.org/tags/MobilityDataAnalytics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>MobilityDataAnalytics</span></a> & <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> & <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>
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>
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>
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>
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