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Monday afternoonTOP02: Topical Discussion: TroubleshootingApparatusLocation: STSS 420BSponsor: Committee on ApparatusDate: Monday, July 28Time: 12–1:30 p.m.Presider: Luke DonforthIf you have lab equipment that doesn’t work or makes you believe in poltergeists,if you have a new use for old equipment that you want to share, orif you have stuff in storage you can’t even identify, bring pictures and we’llhave a roundtable discussion on keeping the objects of hands-on educationfunctional.TOP03: Topical Discussion: Physicsand SocietyLocation: Tate Lab 210Sponsor: Committee on Science Education for the PublicDate: Monday, July, 28’Time: 12–1:30 p.m.Presider: Brian JonesJoin your colleagues for an informal discussion about physics-relatedsocietal issues such as climate change, energy use, nuclear power, nuclearweapons, resource extraction, and pseudoscience. Share your ideas abouteffectively teaching these issues and communicating such information tothe general public, and hear what others are doing as well.TOP04: Topical Discussion: PER SoloFacultyLocation: STSS 432ASponsor: Committee on Research in Physics EducationCo-Sponsor: Committee on Professional ConcernsDate: Monday, July, 28Time: 12–1:30 p.m.Presider: Steve MaierAre you the only professional active in PER within your department? Arethere only one or two colleagues in close proximity you can talk “PERshop” with? The membership of Solo PER is larger than you may think, andmore diverse than most suspect. Join us for this crackerbarrel to connectwith other Solo PER professionals and learn what is being done to helpour/your endeavors. As in the past, bring questions, ideas, and professionalconcerns to share.TOP01: Topical Discussion: YouTubeShare-a-thonLocation: Tate Lab 210Sponsor: Committee on Physics in High SchoolsDate: Monday, July, 28Time: 1:30–3 p.m.Presider: Dean BairdShow us a favorite YouTube video for use in physics instruction. And tell ushow you use it. We’ll have a computer connected to the Internet, a projectorand speakers. You bring the video’s web address and, say, 50 copies ofcurriculum materials you use with the video (or a URL for the PDF). Thissession is always great fun in addition to being a treasure-trove of instructionalgems; laughter is guaranteed!Session BA: Panel – MOOCs and YouLocation: STSS 312Sponsor: Committee on Educational TechnologiesDate: Monday, July 28Time: 1:30–3:30 p.m.Presider: Saif RayyanWe’ll cut through the hype about MOOCs (Massive Open OnlineCourses) to present what physics teachers and education researchersmight want to know about them: What MOOCs are availablein physics? How are they different? What are the implications ofMOOCs on introductory physics offerings? How can you blendone with your on-campus course? Do people learn anything inthem, what insights offered for teaching on-campus courses, andwhat opportunities do they offer to the education research community?This panel will provide an overview of MOOCs, shortcontributions by people who’ve run Physics MOOCs, followed byquestions and discussion.BA01:1:30-3:30 p.m. From Online to Blended: Making theTransitionPanel – John W. Belcher, MIT, Massachusetts Ave., Cambridge, MA 02139;jbelcher@mit.eduSaif Rayan, Peter Dourmashkin, Lori Breslow, MITThe MIT Physics Department has offered two edX MOOCs based on ourintroductory physics courses in mechanics and electromagnetism. Thedepartment built these online offerings around the 35 recordings of ProfessorWalter Lewin’s lectures in each subject, complete and in sequence. Eachcourse had about 30,000 initial registrants, with about 2000 certificatesgranted. The structure of the online courses paralleled that of the residentialcourse. Based on our experience in building these courses online,we are now using the same platform in residential education at MIT toprovide resources to students, in a blended approach. The key to realizingthe potential of technology in education is the collaboration of experts inteaching and learning, educational researchers, computer scientists, anddisciplinary specialists, and we have assembled such a team to guide us inour residential use of the edX platform, as we will discuss.BA02: 1:30-3:30 p.m. Affordances of MOOCs and Humans:A Study Comparing in-person and MOOC Offering Instructionin Physics 1Panel – Noah D. Finkelstein, University of Colorado, Boulder, UCB 390- Dept.of Physics, Boulder, CO 80309; finkelsn@colorado.eduMichael Dubson, Katherine Goodman, Edmond Johnsen, Jack Olsen, Universityof Colorado BoulderDavid Lieberman, Queensborough CollegeWith all the attention to MOOCs, in fall 2013 we set out to explore thisspace, create and offer a MOOC, and to conduct a research study on howit was offered, how it was used, and the impacts on student learning andparticipation. Physics 1 for Physical Science Majors was simultaneouslyoffered through Coursera and to a live class. Through a variety of measures(of student learning, participation, demographics), we found a variety oftake-home messages from these various media. We find that this MOOC:supported participants in different ways (pedagogically, temporally, andgeographically), demonstrated that students can learn in these environments,addressed different audiences, tended to select for high- performing(well-prepared) students, limited potential forms interactivity, and causedsignificant consternation at the university administrative level. Many moredetails will be found in Dubson’s talk Wednesday afternoon. In this session,we seek to engage in a(n evidence-based) discussion, based on communityinterest [the YOU part] on: how to run, lessons learned, opportunities /concerns, politics, research studies needed and more.56