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Experiments in Learning (Liqun Luo) - Shared screen with speaker view
Kritika (she/her)
14:13
Please enter your questions/comments in Chat - Liqun wants to take questions as he proceeds!
Shizuka Yamada (She/her)
25:34
No questions, but I really liked the equity strategy you proposed
Kritika (she/her)
25:58
I like it too!
Lisa Hwang (she/her)
28:43
I always appreciated how the Stryer Biochemistry textbook would share stories about how different discoveries were made
Melissa Ko
31:11
Before we go to breakout rooms, can you copy the prompt into chat?
Kritika (she/her)
31:23
I have so many questions! E.g., how to scaffold discovery-based learning for students who are novices. How to balance exposure to history of field with letting students “discover” on their own. What changes you’ve seen in student learning outcomes. Etc.
Jennifer Gardner (she/her)
32:36
Have you seen this discovery-based approach work better for certain audiences (such as non-majors vs majors vs grad students etc)?
Jamie Imam (she/her)
32:40
What kinds of assessments do you use in your class? Do students have to propose their own experiments to solve currently unknown research questions?
Melissa Ko
33:00
How do you balance the amount of focus on the folks involved in the original discovery, especially since some scientists have had very questionable roles in history?
Gloriana Trujillo, CTL (she/her)
34:18
+1 Jamie’s question on assessments
Kritika (she/her)
41:06
Breakout prompt: how could you incorporate elements of discovery-based learning in your respective fields? What questions do you have or challenges do you anticipate?
Melissa Ko
41:23
I took a screenshot!
Liqun Luo
41:49
Pick a subject of importance that we have good understanding of (e.g., how do we see? how do we remember things of the past? how is the brain wired up during development?)Identify historically the most important discoveries that led to our current understandingGo into details of each discovery:–what was known before the discovery?–how was that discovery made—using new tools? testing new ideas? accidental?–how has our understanding been changed by that discovery?Weave a series of discoveries into a storyline from beginning to todayWe can ask students a number of questions along the discovery path:–how would they set out to answer the question that led to the discovery then?–how would they design the actual experiment?–how would they interpret the results?–what would the next stop be after the discovery?
Jamie Imam (she/her)
57:24
But maybe more effective?
Melissa Ko
01:00:01
I think it depends heavily on how this mode is linked to assessment/grading
Shizuka Yamada (She/her)
01:00:45
Yes, probably different instructor language/speech to clarify these experiences
Jennifer Gardner (she/her)
01:01:30
Thank you all for the discussion - sorry I have to leave early.
Shizuka Yamada (She/her)
01:03:57
Thank you so much!!