Zobrazeno 1 - 10
of 21
pro vyhledávání: '"Elizabeth S. Charles"'
Autor:
Elizabeth S. Charles, Kevin Lenton, Rhys Adams, Michael Dugdale, Sean Hughes, Karl Laroche, Caroline Cormier, Véronique Turcotte, Chao Zhang
Publikováno v:
Optics Education and Outreach VII.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7fcbd95ae570856c4a004bbaf4901675
https://doi.org/10.1117/12.2632373
https://doi.org/10.1117/12.2632373
Autor:
Elizabeth S. Charles, Rhys Adams, Michael Dugdale, Kevin Lenton, Yann Brouillette, Phoebe Jackson, Nathaniel Lasry, Chao Zhang
Publikováno v:
Sixteenth Conference on Education and Training in Optics and Photonics: ETOP 2021.
We present three case studies focused on different types of feedback scenarios, each featuring a different technological tool. Results show greater student participation and engagement, and facilitation of teacher orchestration of active learning ped
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2d02a3a8c9f956ac58911be8b9a9c21a
https://doi.org/10.1117/12.2635510
https://doi.org/10.1117/12.2635510
Autor:
Rhys Adams, Elizabeth S. Charles
Publikováno v:
Optical Engineering. 61
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8d9c3878e393dd1b295edd6c2601a812
https://doi.org/10.1117/1.oe.61.8.081805
https://doi.org/10.1117/1.oe.61.8.081805
Autor:
Yann Brouillette, Phoebe Jackson, Michael Dugdale, Kevin Lenton, Rhys Adams, Elizabeth S. Charles, Nathaniel Lasry, Chao Zhang
Publikováno v:
Proceedings of the Canadian Engineering Education Association (CEEA).
We examine the design of error detection prompts which scaffold peer-feedback as a corrective process, rather than an error-identification task. After designing a series of these prompts, they were given to a class of students in an introductory phys
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fb8414894c453cf1d07fa4427259602c
https://doi.org/10.24908/pceea.vi0.14196
https://doi.org/10.24908/pceea.vi0.14196
Autor:
Chris Whittaker, Elizabeth S. Charles
Publikováno v:
Proceedings of the Canadian Engineering Education Association (CEEA).
Drawing broadly on the reflective practices of design case research, this paper reviews ten years of development, innovation and design in technology-rich collaborative learning classrooms and active learning pedagogy at Dawson College. Grounded in a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::10572a336c63f5f22c4ca10b4fd9037f
https://doi.org/10.24908/pceea.vi0.14204
https://doi.org/10.24908/pceea.vi0.14204
Publikováno v:
Addressing Global Challenges and Quality Education ISBN: 9783030577162
EC-TEL
EC-TEL
This study reports on the application of text mining and machine learning methods in the context of asynchronous peer instruction, with the objective of automatically identifying high quality student explanations. Our study compares the performance o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::da2d03369b970becd4d1a544f80aa9aa
https://doi.org/10.1007/978-3-030-57717-9_11
https://doi.org/10.1007/978-3-030-57717-9_11
Autor:
Phoebe Jackson, Yann Brouillette, Elizabeth S. Charles, Nathaniel Lasry, Michael Dugdale, Rhys Adams, Kevin Lenton, Chris Whittaker, Sameer Bhatnagar
Publikováno v:
Fifteenth Conference on Education and Training in Optics and Photonics: ETOP 2019.
We present the design and use of myDALITE, a web-based learning platform that provides students with asynchronous peer instruction that can be used in- and out-of-class. Supporting active learning pedagogy, myDALITE engages students in 1) written exp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::18256dc110b3d7eaaa9220d0c0968c56
https://doi.org/10.1117/12.2523778
https://doi.org/10.1117/12.2523778
Autor:
Chris Whittaker, Kevin Lenton, Phoebe Jackson, Elizabeth S. Charles, Nathaniel Lasry, Rhys Adams, Michael Dugdale
Publikováno v:
Fifteenth Conference on Education and Training in Optics and Photonics: ETOP 2019.
We show how Error-Detection Tasks (EDT) are an effective way for students to practice giving peer feedback. In EDT, students are presented with a solved physics problem, prepared by a fictional in-class peer, containing one or more errors - algebraic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7873e04b3c6061f24d582fff3d5724fe
https://doi.org/10.1117/12.2523795
https://doi.org/10.1117/12.2523795
Publikováno v:
Frontiers in ICT, Vol 6 (2019)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::277e884b24ce35e56ffa05b4a00d6888
https://doi.org/10.3389/fict.2019.00003
https://doi.org/10.3389/fict.2019.00003
Publikováno v:
American Journal of Physics. 84:639-645
Peer Instruction (PI) is a widely used student-centered pedagogy, but one that is used differently by different instructors. While all PI instructors survey their students with conceptual questions, some do not allow students to discuss with peers. W
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::150b6b29a584c6d9127b512442857aec
https://doi.org/10.1119/1.4955150
https://doi.org/10.1119/1.4955150