Lessons Learned from the 21st Century Postmodern Classroom

How do we keep students engaged, focused on learning amidst constant interruptions, and inspired to learn more after they leave the classroom? My spring leadership class is an experiment in learning, engagement, and interactivity. I am trying out a "flipped-classroom" as well as co-writing a "Pressbook" with my students. Working in an interactive classroom gives us an ability to co-create a living learning laboratory where we move between lectures, speakers, individual and group exercises and simulations. We also work closely with an instructional designer to push CarmenCanvas to the fullest extent possible. Hear about our journey, what we learned, what worked, and what can be improved going forward.

Presenters:

Thomas Huber

Assistant Professor

College of Public Health

The Ohio State University

huber.419@osu.edu

Dr. Huber's research focuses on positive and collaborative leadership and change management in healthcare organizations. His research interest includes; understanding the role of collaborative leadership in enabling high performance (positive deviance), strategic management of quality, safety, and patient engagement, and team approaches to coordination in hospitals and healthcare delivery systems. Dr. Huber has worked for the past twenty years as an academic and consultant with clinics, hospitals and health systems across the United States. Dr. Huber has been a research associate at Dartmouth Medical School and faculty member of the Institute for Healthcare Improvement. He has a doctorate in Health Policy and Management from the UC Berkeley, a master's degree in public health from the Dartmouth Institute of Health Policy and Clinical Practice, and a bachelor's degree in Philosophy and Psychology from Dartmouth College.

Lessons Learned from the 21st Century Postmodern Classroom

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