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Event Date and Time
David R. Sokoloff, University of Oregon

With the need for distance learning materials thrust upon us alarmingly and suddenly, it is not unreasonable that many have fallen back on passive presentation of lectures and black/whiteboard notes using some mode of video conferencing. But is it possible to maintain some element of active learning for our introductory physics students? My colleagues and I have attempted to adapt both the research-validated Interactive Lecture Demonstrations (ILDs) and RealTime Physics (RTP) for use in distance learning. We've used the wealth of multimedia materials currently available (videos, simulations, photos, computer-based laboratory graphs, etc.) to adapt ILDs (1), (2), (3) to a form that can be used by students at home (4). While recognizing that small-group discussions--and sharing in any way--may be difficult for most faculty to implement, these Home Adapted ILDs retain predictions as an essential element in engaging students in the learning process. For introductory lab activities, we have adapted RTP Mechanics (5) for use at home with the IOLab--an inexpensive, computer-based laboratory device (6). This talk will review the design features and research-validation of ILDs and RTP and present some examples from both.

(1) David R. Sokoloff and Ronald K. Thornton, “Using Interactive Lecture Demonstrations to Create an Active Learning Environment,” Phys. Teach. 35: 6, 340 (1997).

(2) David R. Sokoloff and Ronald K. Thornton, Interactive Lecture Demonstrations (Hoboken, NJ, John Wiley and Sons, 2004).

(3) David R. Sokoloff, “Active Learning of Introductory Light and Optics,” Phys. Teach. 54: 1, 18 (2016).


(5) David R. Sokoloff, Ronald K. Thornton and Priscilla W. Laws, “RealTime Physics: Active Learning Labs Transforming the Introductory Laboratory,” Eur. J. of Phys., 28 (2007), S83-S94. (6)