Just joined your advisor’s lab and don’t want to admit you don’t know how to use a fume hood?   Teaching a laboratory class, and want to provide a resource for your students?  Or are you needing to replicate another researcher’s protocol for removing mice mammaries?  The Journal of Visualized Experiments (JOVE) is a very interesting repository (and well-produced) of video procedures, from the introductory to the advanced.

The advanced techniques are the bread and butter of the site, which is actually a peer-reviewed scientific video journal (Pub Med indexed), with posts from researchers on carbon nanotube fabrication to specialized mouse dissections.

However, they just launched a new science education video database, which is probably of more interest to the audience of this blog. From their press release:

 The new Science Education database features collections of instructional videos designed to help teachers provide visual examples of basic laboratory techniques and to help students learn through clear demonstrations that they may review as often as necessary throughout their course and subsequent classes.

The Science Education database has launched with two collections, General Laboratory Techniques and Basic Methods in Cellular and Molecular Biology.

Says Moshe Pritsker, CEO of JoVE. “Instead of a single demonstration during class, students will be able to view the instruction repeatedly and learn at their own pace. This will not only increase their speed of learning and depth of knowledge, but also decrease the waste of laboratory and educational resources for universities and colleges”

The Science Education database is now available at www.jove.com/science-education-collection

 

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Why we won’t teach your MOOC

by Stephanie Chasteen on May 3, 2013

The Chronicle of Higher Education recently published an open letter from San Jose State University (Philosophy Department) indicating why they refused to teach a Massive Open Online Course (MOOC) offered through EdX.  It’s incredibly thoughtful and powerful, foretelling a future where university education is simply the facilitation of such pre-packaged courses by a glorified teaching assistant, losing the local character, context, and expertise of the hosting institution and individual academics.  Here is a summary article by the Chronicle about the letter, which has some rather unsatisfying comments by San Jose State officials, and the professor who provided the original MOOC, but I found the letter much more interesting.

I hadn’t realized that these recorded MOOC lectures were being contracted by other universities as course material — I thought that MOOC’s were primarily used by individuals.  This is a troublesome trend to me.  While such online lectures could feasibly be used in a “flipped classroom” style approach, the more likely use is to replace local expertise with national “superstar” lecturers.  It feels quite counter to the aim of a university education, to develop deep expertise in contact with experts in your field of study.

 

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Envisioning & Implementing Effective Educational Programs

April 28, 2013

A very nice article about me was just published in the Spring issue of the Newsletter of the Committee on the Status of Women in Physics.  I think it’s a nice summary of what I’ve been focusing on in my career, and my philosophies of finding one’s path, so I am posting it here. Here [...]

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Clickers in the Social Sciences (#clicker series)

April 22, 2013

Clickers are a natural fit for use in the physical sciences, where there is typically one right, or “best” answer to a question, and common errors in conceptual understanding or reasoning can lead to a wrong answer choice.  But what about in other disciplines, such as the humanities and social sciences?  A nice recent article [...]

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Should students vote individually, should you have a whole class discussion? (#clicker series)

April 12, 2013

I’m continuing my series of posts on the literature related to clickers and the use of Peer Instruction.  Catching up on some good articles! This post regards an article from 2003, “Peer Instruction vs Class-wide Discussion in Large Classes:  A comparison of two interaction methods in the wired classroom,” D. J. Nichol and J. T. Boyle, [...]

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Understanding clicker discussions (#clicker series)

April 5, 2013

To follow up on the last post on the benefits of anonymity in answering clicker questions and Peer Instruction, today I’d like to report on some of the newest research coming out of CU.  Jenny Knight has been co-author on two very nice papers in recent years, reporting results that peer discussion does enhance student [...]

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Does anonymity matter? (#clicker series)

April 1, 2013

I have just finished reading an interesting article, “Anonymity and in class learning:  The case for electronic response systems,” (Freeman, Blayney and Ginns, Australasian Journal of Educational Technology, 22(4), 568-580, 2006).  It’s worth a read just for the very nice and thoughtful review of the literature on electronic response systems (clickers) and benefits of anonymity. [...]

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Science and Story: How narratives can lift your lessons

March 20, 2013

I have an interesting guest post today on a subject that is dear to my heart — why narrative, or storytelling, is important in teaching science.  My former boss and mentor at the Exploratorium, Paul Doherty, always captivated teachers during his workshops by telling the most interesting stories about the history of science.  The crazy [...]

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Why do stars twinkle?

February 15, 2013

It’s been a long time since I posted a simple “how things work” post.  These used to be my bread and butter, and then, well, I got tired!  Learning new things is exhausting. But digging through my draft post archives, I found this nice little question that merits a bit of exploration. Why do stars [...]

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The Science Writers’ Handbook

February 8, 2013

I get a lot of queries about science writing via this blog, due in large part to an extremely popular post, “How a scientist becomes a science writer.”  (See also the related but more recent post about my forays into education:  ”Seeking the Warm Spot:  A nonlinear career in science education.”)  I’m excited to announce [...]

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Materials available: Active learning materials & #clicker workshops in sciences

January 13, 2013

Welcome to the new semester!  I am spreading the word about an extensive set of materials for research-based transformed courses in the sciences here at the University of Colorado at Boulder.  All materials are available to the public on a creative commons license. Please share widely (other bloggers and tweeps, help me out!) These materials [...]

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The First Day of Class: Getting students on board with active learning #physicsed

January 9, 2013

Instructors trying out active learning strategies (such as clickers) in the classroom for the first time (or the umpteenth time!) are often concerned about how to make sure that their students are on-board with these teaching techniques, so that they engage.  After all, says Doug Duncan (University of Colorado), it’s more work, so you better [...]

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How to teach Learning Assistants (or TAs) about teaching?

January 4, 2013

Many institutions are struggling on their own to provide good instructional materials to new teachers under their mentorship — namely graduate teaching assistants or undergraduate learning assistants.  These students are typically trying out teaching for the first time, and need opportunities to engage in discussion about the complex decision-making processes that they will face in [...]

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Science puzzles to kill time…

December 17, 2012

Here is a useful tidbit from a teachers’ listserv. Oftentimes in class you finish a topic early and there’s not enough time to start a new topic and you don’t have any extra credit planned. So, what are some good science puzzles you can pull out of your pocket? Several veterans responded with their favorites. [...]

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The psychology of climate change communication

December 3, 2012

I’ve been meaning to blog about this topic for a while, so am digging up some old notes to share some interesting findings.  I am particularly interested in science as it can inform better decision-making about our lives and the planet — I went into physics education and communication because I saw how suspicious many [...]

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Conceptual change about teaching

December 2, 2012

My main intellectual interest over the past few years is how to encourage instructors to try new teaching techniques, and how to support them in being effective in those attempts.  A recent article by Bailey and Nagamine in the American Journal of Physics addresses just this issue, from an interesting perspective.  As instructors, we often [...]

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Let’s Talk (or sing) about Space

November 26, 2012

If you want a pleasant diversion from your day, check out this sweet song and music video from the Let’s Talk About Space project.  It’s a sweet, kind of They-Might-Be-Giantsy song and music video about space dreams… Let’s Talk About Space is a UK based project to promote interest in science and astronomy through music.  [...]

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Notes from the (GK12) field

November 25, 2012

There are precious few opportunities for graduate students to get a taste of outreach or teaching.  One of those, the GK12 program, gives STEM graduate students some pedagogical training and then places them in a student-teacher type of role in K12 classrooms.  Sadly, the funding for that program was recently cut, so the program is [...]

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Keep PhET free — help out by taking the survey

November 14, 2012

Anyone who uses PhET (or who knows about PhET but doesn’t use it — please take the following survey and forward on to your colleagues!  This data is really important to help them secure future funding (keeping it free, forever!) ———- Dear Fellow Educators, Administrators, Education Resource Providers, The PhET Interactive Simulations project (http://phet.colorado.edu) needs [...]

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New PhET Fractions simulation!

October 23, 2012

I wanted to share the news about one of the newest simulations from the PhET simulations team — Fractions and a stripped-down introductory version of the simulation (Fractions Matcher). http://phet.colorado.edu/en/simulation/fraction-matcher http://phet.colorado.edu/en/simulation/fractions-intro   I’ve been working a little with the PhET team of late, to make some video resources for teachers using the simulations, so I’ve [...]

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