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Tuesday morning, at #JupyterPopup DC, I'll give a preview of "Flipped Learning with Jupyter," my joint #JupyterCon talk with @RobertTalbert jupyter-pop-up-dc.eventbrite.com
Two weeks later, I'll give a somewhat related talk at #OpenedX2018: "Jupyter-based courses in Open edX: authoring and grading with notebooks" sched.co/EUAl #Jupyter
One of the biggest misconceptions about #flippedclass is "Assuming that flipped learning requires videos," as @RobertTalbert discusses here: rtalbert.org/how-to-define-…
Similarly, the typical design of #MOOCs is to use mini-lectures on video, followed by quizzes. Videos are too often misused, as I discussed here: class-central.com/report/why-my-…
I remember when the top-gun at edX, @agarwaledu, called interleaving videos and quizzes "active learning," which I was quick to roast:
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Active learning engages students in an active way during group-space learning—lots of research backs its effectiveness: pnas.org/content/111/23…
Here's a piece from @CathyNDavidson to bring more light: "What I Wish I Knew When I Started Doing Active Learning" hastac.org/blogs/cathy-da…
Many #MOOCs, some implementations of #flippedclass, and all video-based learning platforms follow the "tell-and-practice" approach, à la Skinner (1986).
In recent studies, using guided exploration before a normative explanation (i.e., constructivist) has significant learning benefits, and a "video-first" approach is detrimental computer.org/csdl/trans/lt/…
I propose a #Jupyter-first approach: teaching with interactive computing as the vehicle for exploration—true #computationalthinking.
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