Podcast appearances and mentions of carl wieman

Jorge Fontevecchia en entrevista con el físico atómico estadounidense ganador del Premio Nobel de Física del año 2001

Since winning the Nobel Prize for physics in 2001, Carl Wieman has devoted the bulk of his energies to trying to improve teaching. That has led him to promote active learning – and to look for better ways to evaluate teaching. Will they catch on?

Carl Wieman is Cheriton Family Professor, Professor of Physics, and Professor of Education Emeritus at Stanford University and winner of the 2001 Nobel Prize in Physics for the production and observation of the first Bose-Einstein condensate. In addition to his extensive work in atomic and optical physics, Carl has pioneered the use of experimental techniques to evaluate the effectiveness of various teaching strategies for physics and other sciences. He also served as Associate Director for Science in the White House Office of Science and Technology Policy. This episode constitutes a deep dive in two directions. First, Robinson and Carl discuss the trajectory of his career and research and how it led to his work on Bose-Einstein condensates that won the Nobel Prize. Then they turn to science education, including what's wrong with it and how it can be improved. Improving How Universities Teach Science: https://a.co/d/5HA980y OUTLINE 00:00 In This Episode… 01:02 Introduction 03:41 Getting into Physics 10:03 What is Parity Violation in Physics 16:38 How Can A Laser Trap and Cool Atoms? 25:48 What is Spin? 35:59 What is a Bose-Einstein Condensate? 45:11 The Experiment 52:57 Applications of BECs 57:22 Getting Into Education Research 01:04:43 The Science Education Initiative 01:19:31 Implementing Education Initiatives 01:25:31 What Makes for Effective Teaching? 01:31:40 Equity in Education 01:36:15 Teacher Evaluation 01:43:09 Steps of Restructuring 01:42:40 Final Thoughts Robinson's Website: http://robinsonerhardt.com Robinson Erhardt researches symbolic logic and the foundations of mathematics at Stanford University. Join him in conversations with philosophers, scientists, weightlifters, artists, and everyone in-between.  --- Support this podcast: https://podcasters.spotify.com/pod/show/robinson-erhardt/support

At some point in our lives, most of us have attended a school or university lecture. 在我们生活中的某个时刻，我们大多数人都参加过学校或大学的讲座。These learning sessions give us some insightful nugget of knowledge or can be something we yawn through, trying to keep awake. 这些学习课程为我们提供了一些有见地的知识，或者可以成为我们打哈欠的东西，试图保持清醒。Whatever our experience, lectures have been and still are the most common teaching method in education. 无论我们的经验如何，讲座一直是并且仍然是教育中最常见的教学方法。But will they exist in the future?但它们将来会存在吗？With the growth of the internet and so much information at our fingertips, you may think there is no need to gather together at a fixed location clutching a handful of textbooks.随着互联网的发展和如此多的信息触手可及，您可能认为没有必要聚集在一个固定的位置，手里拿着几本教科书。 BBC journalist Matt Pickles, says "research has shown that students remember as little as 10 per cent of their lectures just days afterwards."BBC 记者马特·皮克斯说：“研究表明，几天后学生只记得他们讲课的 10%。”Professor Carl Wieman, who campaigns against the traditional lecture, felt talking at students and expecting them to absorb knowledge was not that effective so he introduced 'active learning' that encourages problem solving in small groups. 反对传统讲座的 Carl Wieman 教授认为，与学生交谈并期望他们吸收知识并不是那么有效，因此他引入了鼓励小组解决问题的“主动学习”。He listens to them and guides their discussions. The result has been improved exam results. 他倾听他们的意见并指导他们的讨论。结果是提高了考试成绩。Other new alternatives to the lecture have included peer-to-peer learning and project-based learning that enable students to link up and work collaboratively on projects such as building a computer game.讲座的其他新选择包括点对点学习和基于项目的学习，使学生能够在诸如构建计算机游戏之类的项目上联系和协作。Sometimes the lecture room is not conducive to learning; a boring, colourless room is not necessarily an inspiring place for stretching the mind. 有时讲堂不利于学习；一个乏味、无色的房间不一定是一个鼓舞人心的地方。At the Massachusetts Institute of Technology two lecture rooms have been refitted to allow students to sit around small tables with screens showing animated simulations to help them visualise concepts.在麻省理工学院，两个演讲室已经过改造，让学生可以坐在小桌子旁，屏幕上显示动画模拟，以帮助他们形象化概念。But new learning methods can come at a high financial cost compared to the relatively cheap way of being taught face-to-face by an academic. 但是，与相对便宜的由学者面对面教授的方式相比，新的学习方法可能会付出高昂的经济成本。The real issue according to Professor Dan Butin, founding dean of the school of education and social policy at Merrimack College in Massachusetts, is that "Academics put thousands of hours of work into their books and much less time into thinking about the effectiveness of their teaching style."马萨诸塞州梅里马克学院教育和社会政策学院的创始院长丹·布廷教授认为，真正的问题是“学者们在书本上投入了数千小时，而思考教学有效性的时间却少得多。风格。” But he says "the lecture has survived because research, not teaching, determines the success of a university and its academics."但他说，“讲座之所以能够幸存下来，是因为研究而不是教学决定了大学及其学者的成功。”So if research quality is a measure of a university's success and money is tight, then the lecture could be here for a little longer.因此，如果研究质量是衡量一所大学成功与否的标准，而资金紧张，那么讲座可能会在这里持续一段时间。 How does that make you feel? How would you improve your lectures?那让你感觉如何？你会如何改进你的讲座？词汇表nugget of knowledge 有价值的知识method 方式，方法at our fingertips 唾手可得的，近在咫尺的textbook 教科书absorb 理解，掌握（知识、想法等）effective 有效的peer-to-peer 同学间交流的，互相分享（知识）的project-based 专题式的（学习模式）collaboratively 合作地conducive 有益的，有帮助的stretch the mind 拓展思维simulation 模型concept 概念，想法face-to-face 面对面的academic 大学老师，学者effectiveness 有效性research 研究

Dr. Carl Wieman, who was awarded a Nobel Prize for Physics in 2001, discusses his motivation to move away from fundamental physics research to the world of education research. Dr. Wieman tells a story that will resonate with those interested in ensuring that students are provided with the best possible learning opportunities for their success.

Carl Wieman is a professor of physics at Stanford Uni- versity, professor in the Stanford Graduate School of Education, and a DRC professor in the Stanford Univer- sity School of Engineering. In 2001, he—along with Eric Allin Cornell, Wolfgang Ketterle, and their teams—was awarded the Nobel Prize in Physics “for the achievement of Bose–Einstein condensation in dilute gases of alkali atoms, and for early fundamental studies of the properties of the condensates.” He was also a recipient of the 2020 Yidan Prize for education research. His indefatigable work to revolutionize the way professors teach—and students learn—was the subject of our conver- sation. The first question I asked was, “If somebody says, ‘I have good news for you and bad news for you,' which do you want to hear first?” Without skipping a beat, he said he'd want the bad news because “it turns out negative feedback contributes much more to learning than positive feedback does.” Wieman himself is dedicated to continued learning. This is only one of the qualities I find so inspiring in him. We are all educators and leaders, just in different ways, jobs, and positions. And it is impossible to be a good educator and leader without also being a good student. As Carl argues, one of the things we have to learn is how to teach. The field of teaching needs better best practices. We need to work smarter, not harder. I admire the way Carl is now applying the same mental tenacity and clarity of purpose he used in the laboratory to his work in education. He realized that teaching is not dissimilar to the processes by which he conducted research—namely, that both are problem-solving exercises and involve certain hypotheses that need to be reexamined. As Carl points out, it's important to question assumptions and look at things in new ways. He argues that teachers have to be students and have to continue learning—and that they are not currently doing a good job of it. This is disruptive. The bad news: Carl equates current teaching styles to bloodletting. The good news: he doesn't think that teaching well will ultimately take much more time than we're currently spending.  Available on Amazon: Think Like a Nobel Prize Winner About Professor Brian Keating: https://www.youtube.com/drbriankeating Podcast in iTunes https://simonsobservatory.org/ https://briankeating.com/ https://bkeating.physics.ucsd.edu/ https://www.linkedin.com/in/drbriankeating/

Today I'm speaking with Carl Wieman, 2001 Nobel Laureate, Professor of Physics and Professor of the Graduate School of Education at Stanford University, and recipient of the 2020 Yidan Prize, the world's largest prize in education. He answers the question: How do people learn to make better decisions? “They practice them, and they get feedback on that practice, and they practice some more. If you practice something very intently, your brain changes the connections to be better at doing it.” We discuss what he has uncovered in his scientific study of teaching and learning.   For today's complete show notes, go to: www.physicsalive.com/carl   Toward the end of the episode, Carl mentions a series of three papers. Each paper discusses courses that are all taught with same set of principles. Those principles are: Practicing the thinking you want students to do, monitoring that, do timely feedback, and then letting them go back to practicing.   Improved Learning in a Large-Enrollment Physics Class Transforming a fourth year modern optics course using a deliberate practice framework Active learning in a graduate quantum field theory course   What are some resources for new teachers or a teacher wanting to do something new?   AAPT New Faculty Workshop is the best existing thing. Two books on Carl's shelf: The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them How Learning Works: Seven Research-Based Principles for Smart Teaching The CWSEI website. They have developed a lot of resources for instructors.  

Carl Wieman, Nobel laureate and Professor of Physics and Education at Stanford University, has dedicated much of his career to addressing the problems and challenges of how universities teach science. In this episode, Wieman imparts the “aha!” moment that motivated his transition from physics research to science education research. He shares dead ideas that he encounters routinely in science teaching, including those that are magnified by the shift to remote teaching due to the COVID-19 pandemic. Learn more at ctl.columbia.edu/podcast.

Come celebrate the 25th anniversary of some Nobel-prize-winning science: the fifth state of matter, a strange quantum soup known as a Bose-Einstein condensate. What is it, and why is it at the cutting edge of physics? Plus, in the news: signs that 2 metre social distancing is twice as effective as one metre; an app that can help you avoid encountering COVID-19 when you shop; and two astronauts blast off to the International Space Station... Like this podcast? Please help us by supporting the Naked Scientists

Come celebrate the 25th anniversary of some Nobel-prize-winning science: the fifth state of matter, a strange quantum soup known as a Bose-Einstein condensate. What is it, and why is it at the cutting edge of physics? Plus, in the news: signs that 2 metre social distancing is twice as effective as one metre; an app that can help you avoid encountering COVID-19 when you shop; and two astronauts blast off to the International Space Station... Like this podcast? Please help us by supporting the Naked Scientists

On this episode, we explore physics, education, and what it takes to train imaginative scientists with Carl Wieman, Nobel Prize winning physicist with joint appointments as Professor of Physics and Professor in the Graduate School of Education at Stanford University. Dr. Wieman is interviewed by Brian Keating, UC San Diego Professor of Physics, Director of the Simons Observatory, and Associate Director of the Clarke Center. Learn more about your ad choices. Visit megaphone.fm/adchoices

On this episode, we explore physics, education, and what it takes to train imaginative scientists with Carl Wieman, Nobel Prize winning physicist with joint appointments as Professor of Physics and Professor in the Graduate School of Education at Stanford University. Dr. Wieman is interviewed by Brian Keating, UC San Diego Professor of Physics, Director of the Simons Observatory, and Associate Director of the Clarke Center.

Hva har nobelprisvinner i fysikk, Carl Wieman til felles med to undervisere fra det medisinske fakultet ved NTNU? Jo, alle tre mener det er på høy tid å utfordre bruken av tradisjonell forelesning. Førsteamanuensis Børge Lillebo og professor og studieprogramleder Ivar Sjåk Nordrum unders over hvorfor ikke flere undervisere tar i bruk metoder der studentene får et høyere læringsutbytte. I denne episoden forteller de mer om metoden bak teambasert læring, og hvordan denne måten å undervise på har blitt applaudert blant både undervisere og studenter. http://feeds.soundcloud.com/users/soundcloud:users:335803723/sounds.rss

Carl Wieman, professor at the Graduate School of Education and winner of the 2001 Nobel Prize in Physics, discusses the problems with the traditional college lecture and how to revolutionize the classroom experience.

School's In with Dan Schwartz and Denise Pope Active Learning Aired originally on SiriusXM on February 18, 2017 Is the old style college lecture dead? Dan Schwartz (Dean, Graduate School of Education) and Denise Pope (Senior Lecturer, Graduate School of Education) talk with Nobel Laurate Dr. Carl Weiman about revolutionizing the classroom.

Feature 1 - Carnegie Professor of the Year (start time 5:40):  Join the KGNU How On Earth team and CU physicist and Carnegie Teacher of the Year Dr. Steve Pollock to learn about the pain and pleasure of learning physics. Pollock teaches both upper and lower division physics classes, and according to a former student and oceanographer who now teaches at Front Range Community College he is "a huge bundle of energy!" Faculty from four institutions are given the Carnegie Award each year. At CU, Pollock joins physicist and Nobel-prize winner Carl Wieman, who was honored by Carnegie in 2004. Feature 2 - Oil and Gas Air Pollution (start time 14:48): CU atmospheric chemist Dr. Chelsea Stephens shares what she's learning about air pollution near Front Range oil and gas wells. That's especially timely now that the state is reconsidering its oil and gas air quality regulations. Hosts: Jim Pullen, Joel Parker Producer: Jim Pullen Engineer: Joel Parker Executive Producer: Beth Bartel Additional Contributions: Beth Bartel and Brian Calvert

After being awarded the 2001 Nobel Prize in Physics, Carl Wieman was struck by the effectiveness of a number of physics simulations that he used to explain his concepts to students and faculty. Combining over half of his Nobel Prize winnings with other funding sources, he founded Physics Education Technology (PhET) at the University of Colorado at Boulder in 2003. The site now has 115 active simulations in 65 different languages, totaling over 25 million downloads in 2011 alone. In this audio interview, Sheela Sethuraman speaks with Katherine Perkins, Director of PhET since 2008. They discuss what differentiates PhET from other physics simulations, and the range of students that have benefited from the program. As The Tech Awards 2011 Laureate and recipient of the Microsoft Education Award, PhET has continued to grow and adapt their simulations for a growing audience in recent years. https://ssir.org/podcasts/entry/teaching_with_interactive_simulations

Dr. Carl Wieman discusses his beginnings and the research that led him to receive the Nobel Prize in Physics in 2001. He also discusses the goals of the Carl Weiman Science Education Initiative at UBC to achieve highly effective, evidence based science education for all post-secondary students by applying the latest advances in pedagogical and organization excellence.

Dr. Carl Wieman discusses his beginnings and the research that led him to receive the Nobel Prize in Physics in 2001. He also discusses the goals of the Carl Weiman Science Education Initiative at UBC to achieve highly effective, evidence based science education for all post-secondary students by applying the latest advances in pedagogical and organization excellence.