Agenda

Home • Agenda • People

Friday, May 10th, 2024

 

Time	Event	Speaker
09:00-09:15	Welcoming remarks, introductions, and overview	Jiří Žára
09:15-09:30	Title: Awakening the Self-Sustained Learning Abstract: The presentation will summarize some of the speaker's experience with motivating students towards the self-sustained learning. Because what is the ultimate goal of education? To convey a particular piece of knowledge or skill? Or rather enable the students to learn by themselves? This question was addressed in the Walking Robot Workshop for High School Students where students tackled a task of mostly unprecedented complexity with a tutor's guidance prompting them towards self-driven approach. Such an open-minded attitude was appraised by accompanying teachers as students were able to deliver the task in 4 hours. Drawing also from experience in teaching undergrad students programming in C, several criteria which influence the student's self-motivated learning might be identified and discussed: The students suffer by general lack of time, being overwhelmed with information. Keeping a context of currently conveyed knowledge is hence crucial to help them with seeing its worth. Further, timely identification of student's struggle and peer-like discussion is important in the transition towards self-sustained learning. Finally, the rate and quality of student's questions is proposed as an indicator of a student achieving a self-sustained learning.	Martin Zoula
09:30-09:45	Title: Subjective Evaluation of Interactive Applications Supporting the Learning of Polynomial Curves and Surfaces Abstract: Polynomial curves and surfaces are representations that allow us to model the shape of 2D and 3D objects precisely. However, the theory behind polynomial curves and surfaces is filled with complicated equations. While drawings and animations can illustrate how we can draw a curve or surface on the screen of a computer, the student is only a passive consumer. In this presentation, I present interactive applications where the user can change the parameters of the curve/surface and immediately see their effect on the screen. The applications were tested by students of a bachelor course focusing on 3D modeling. The subjective evaluation of the applications by the students indicates that interacting with the curves and surfaces helps the students better understand the theory.	Ladislav Čmolík
09:45-10:00	Title: ATMI of University Students Abstract: This contribution is aimed at presenting the results of testing attitudes towards mathematics among undergraduate students in fields that use mathematics.	Antonín Jančařík
10:00-10:15	Coffee Break and Networking
10:15-10:30	Title: Nasty Questions - Distinguishing Understanding from Memorization Abstract: After 17 years of teaching and testing students, I have discovered a fundamental limitation of the current education system: the inability to distinguish between understanding and memorization. Many students can pass exams and graduate with honors without having to understand the subject they are studying in depth. Most knowledge testing procedures are usually organized in such a way that memorization is sufficient to pass the exam. To overcome this shortcoming, I have introduced the concept of "nasty questions" into my lectures. The aim is to encourage students to start thinking about a topic in a way that avoids unconscious memorization and favors conscious understanding. Over the past few years of testing this new concept in practice, I have seen substantial improvement in the exams. Students are better at answering non-trivial questions and solving problems that require an understanding of the underlying principles.	Daniel Sýkora
10:30-10:45	Title: The Value of Manual Work for Deep Learning Abstract: Experiments have shown that students who worked out problems solved using numerical math algorithms by hand have shown on average better understanding of the underlying methods compared to students who were solving analogous problems using software in a computer lab. This could be related to empirical observations comparing the impact of handwriting versus typing text on language development.	Petr Habala
10:45-11:45	Title: Active Learning for Student Engagement in Large Lectures Abstract: Active learning methods can increase student engagement by having students practice skills, solve problems, struggle with complex questions, make decisions, and propose solutions, among other benefits. Collaboration is a pillar of most active learning approaches; however, having students work together does not mean they will become a team. Teamwork skills need to be orchestrated, taught, practiced, and reflected upon throughout the entire semester. In this presentation, I will elaborate on how I have integrated principles of cooperative learning to facilitate the teamwork experience as students engage in a semester-long project.	Ale Magana
11:45-01:00	Lunch Break and Networking
01:00-01:15	Title: Experience with the Flipped Learning Approach in Computer Graphics I Abstract: Fundamentals of computer graphics mixes theory and practical implementation. The amount of provided information and knowledge is relatively large and hard to explain in a given contact time. Therefore, we decided to try the flipped learning approach. We moved basic knowledge to home study, defined learning objectives and preparational tasks before each week, added pre-lecture quizzes to get the level of understanding of the topics and one-minute tests just after the lectures, followed by reflections at the beginning of the next lecture discussing the unclear things. We do not have an on-line machinery for students fast practical testing of their level of k knowledge yet. The first experience is perfect. Students did not notice that the course was different than other courses. I save a lot of time during the lectures and labs, and I can use this time for discussions of advanced topics and to be more helpful to students in person.	Petr Felkel
01:15-01:30	Title: Systemic Analysis of Learning Progress using Classroom Assessment Techniques Abstract: We will briefly show the idea how system theory could allow us to reflect on what happens in the classroom. We describe the implementation of classroom assessment techniques as rigorous means to establish a continuous communication during the teaching and learning process in a course on Computer Science in the bachelor program for Electrical Engineering. The course was taught remotely in the winter term of 2020/2021. We present the course structure, the assessment techniques, their results, and discuss four key insights.	Dietrich Kammer
01:30-01:45	Title: Innovations in Teaching and Learning of Informatics at Primary School Abstract: The teaching of informatics at primary schools in the Czech Republic returns to the teaching of algorithms and programming as tools for the development of logical thinking. The results were then not evaluated. The biggest problem is the lack of teachers who can teach the subject at the primary school and the introduction of the subject to all pupils. I have personal experience with teaching programming in SCRATCH and Python, but it was teaching for pupils who were interested in it. As part of the University of the Third Age, I tried the course Programming with Grandchildren. Here, too, there were groups of seniors who were interested in this vice-generational education. As part of the presentation, I would like to present the concrete results of these activities.	Božena Mannová
01:45-02:00	Title: The Challenge of Heterogenous Learning Groups Abstract: Mostly, student groups consist of very heterogenous students with varying skills and knowledge levels. I will present the challenges in my courses, the methods I have tried out, the successes and fails.	Markus Wacker
02:00-02:15	Coffee Break and Networking
02:15-02:45	Title: Leveraging Your Classroom Innovations for Research Abstract: Especially in the context of Science, Technology, Engineering, and Mathematics (STEM), good teaching involves deep knowledge of the disciplinary concepts and practices and pedagogical expertise for translating those for learning in the classroom. It also involves creativity to engage in educational innovations and courage to continuously improve the student learning experiences. Such combinations may result in new and unique effective teaching practices that must be celebrated and shared with other practitioners. An approach to do that is through the scholarship of teaching and learning (SoTL). SoTL involves engaging in educational experimentation within our own classrooms and making results public. In this presentation, I will share my own journey into SoTL, and in the process, I will provide some insight into how someone can get started in this process by identifying “low-hanging fruits.”	Ale Magana
02:45-03:00	Title: Experience with flipped classroom in higher education Abstract: The speaker will share his practical experience with teaching two university courses (both undergraduate and graduate) in the flipped classroom format. Both courses are given within the engineering study program Cybernetics and Robotics at Faculty of Electrical Engineering, Czech Technical University in Prague, Czech Republic. The classical lecturing in a lecture hall was (partly) abandoned in these courses a few years ago. (Almost) all lectures were transformed into videos placed on a dedicated Youtube channel (aa4cc). Students are asked to watch the video-lectures before they attend the actual "lecture", which has been transformed into a problem-solving session - no more 90-minute monologues by the lecturer. These occasions of physical meeting of a teacher and students have finally gained some interaction and efficiency. Although the general acceptance of this format among students is very positive, there are a few challenges and caveats and these will be discussed too.	Zdeněk Hurák
03:00-03:15	Title: Group therapy for teachers: Surviving and thriving with new teaching methods Abstract: I'll share my experiences with unconventional teaching methods and their sustainability challenges. As a teaching assistant, I helped implement competency-based assessment and flipped learning. As a lecturer, I'm figuring out how to make these approaches sustainable. I've also started a new course on rapid prototyping, where students build something in the workshop every week and showcase their work in online portfolios. It's an adventure that constantly shifts between enthusiasm and frustration. Does passion fuel you, or are you burning out?	Jiri Zemanek
03:15-03:45	Title: Group Discussion Generative AI for Teaching and Learning Abstract: In this discussion, the facilitators will present a personal view of opportunities and challenges for incorporating Generative AI in support of teaching and learning in STEM. Collectively, we will also generate ideas about how to integrate generative AI in support of STEM education. We will conclude the presentation with an open discussion of possible future directions.	Facilitators: Bedrich Benes Ale Magana
03:45-04:45	Social and Networking