Education and background
Post Doctorate, Engineering and Applied Sciences, Harvard University, Camebridge, MA
Ph.D., Educational and Counselling Psychology, McGill University, Montreal, QC
M.Sc., Physics, UQAM, Montreal, QC
- Peer instruction (clickers)
- Problem-based Learning (PBL)
- Case-based Instruction
- Flipped Classroom
- Concept Mapping
- Immediate Feedback
- Group Problem Solving
Nathaniel’s projects include research and outreach for Physics Education Research (PER). He has written a digital learning resource on Problem Based Learning for College Physics in French and English that is used by thousands of instructors on six continents. Nathaniel is also the director of CIPhER, the Canadian Institute for Physics Education Research.
DALITE is a tool designed in collaboration with the CIPhER research team. It is a web-based learning platform that provides students with an asynchronous version of peer instruction.
- PAREA Grant (2014-17)
Grant investigating the pedagogical ecosystems created by innovative learning spaces and the outcomes of the student engagement. (PAREA – Programme d’aide à la recherche sur l’enseignement et l’apprentissage program of the Quebec Ministry of Education)
- Disruptive Innovations
Disruptive innovations, a multi-institutional, inter-provincial, team of researchers, practitioners and corporate partners to investigate and promote the use of evidence-based pedagogies and how best to leverage the affordances of educational technologies to support collaborative learning in the SSHRC-CCSIF funding project: Leveraging new paradigms and disruptive technologies to successfully orchestrate pedagogical change. (SSHRC – Social Science & Humanities Research Council)
Just in time to flip your classroom
Une mise en œuvre au cégep de la méthode d’apprentissage par les pairs de Harvard
When teacher-centered instructors are assigned to student-centered classrooms
Zut! J’ai renversé ma pédagogie
Harnessing peer instruction in and out of class with myDALITE
Good job Pat! How a physics class benefitted by providing feedback to a fictional in-class peer
Clickers or flashcards: Is there really a difference?
DALITE: Asynchronous peer instruction for MOOCs
Les réseaux conceptuels collectifs en enseignement et en apprentissage: L'usage de TIC pour relier la science scolaire avec la réalité extérieure
Les retombées de DALITE (Distributed Active Learning Interactive Technology Environment): Un outil en ligne d'apprentissage par les pairs en physique au collégial
An analysis of peer-submitted and peer-reviewed answer rationales, in an asynchronous peer instruction based learning environment
Peer instruction: From Harvard to the two-year college
Response times to conceptual questions
Role of physics lecture demonstrations in conceptual learning
Taking DALITE to the next level: What have we learned from a web-based peer instruction application?
Text classification of student self-explanations in college Physics questions
Active learning classroom use in college level Physics: The impact of technology design and adaptive orchestration
Beyond and within classroom walls: Designing principled pedagogical tools for students and faculty uptake
Changing classroom designs: Easy; changing instructors' pedagogies: Not so easy...
Conceptual question response times in peer instruction classrooms
SALTISE: Bringing pedagogical innovations into the Physics classroom
Two steps forward, one step back
Whoops! I just flipped the classroom...
Lifetime Achievement Award
SALTISE Conference 2022