Flipping Out over the Flipped Classroom? (242343280)

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Flipping Out Over the Flipped Classroom?Ann H. TaylorDirector, Dutton e-Education InstitutePenn State University

EDUCAUSE 2014This presentation is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

+Our agenda

Flipping basics Making the most of in- and out-of-class time Getting started

Putting your LMS to work Copyright issues Resources Accessibility

Maintenance

+Why are we flipping out?

Think about something you are really good at. How did you learn that skill? Trial and error Lecture Practice Apprenticeship Other

+Mazur’s Findings

Trial and Error Lecture Practice Apprenticeship Other0%

10%

20%

30%

40%

50%

60%

19%

0%

55%

7%

19%

Source: Educause Live! September 27, 2012

+MIT StudyWrist-sensor readings for a single MIT student over the course of week. Ming-Zher Poh, Swenson, N. C., & Picard, R. W. (2010)

+The basic classroom model

In-class: Knowledge acquisition Out-of-class: Knowledge application and

synthesis

Applying knowledge is the hard part. Why leave students to try that on

their own?

+A few clarifications…

It is NOT Just putting video lectures online A replacement for face-to-face teaching An online course An unstructured learning experience

It IS A blending of online and on-ground teaching and learning A means for increasing student-content, student-student,

and student-instructor interaction A way for students to take more responsibility for their

learning

+Is there any evidence thatflipping works?

Yes!

See “The Post-Lecture Classroom: How Will Students Fare?” (The Atlantic, 13 September 2013)

A three-year study found statistically significant gains in student performance in “flipped” settings and significant student preference for “flipped” methods

Student reaction:“To be honest, upfront, there was a lot of, I don’t know, I guess a little bit of complaining…because we just were used to just going to class and not having to do so much preparation for the class.” “It was a little hard to get used to begin with…But then, as I got going with it, I realized that [the “flipped” class] was actually facilitating my learning.”

+Making the most of time OUT of class

Focus on knowledge acquisition and creation Video lectures Narrated screen captures Online and print readings Simulations Student-created content MOOC content

Ensure assignments are completed Quizzes One-minute papers Muddiest point “First stab”/ “Warm up”) assignments Student questions (Ask Me Anything)

+Making the most of in-class time Engage! Build on out-of-class work, don’t repeat Include large and small group activities If one-way, it doesn’t belong!

+Some possibilities in class…

Small and large group discussion

Guided homework Problem-based learning

activities Case-based activities Role playing

Debates Learning games Clickers Team projects Lab and demonstrations Guest speaker w/Q&A

+Getting Started:Think about…

What you like about your course? What works well?

What you would like to improve? What are your biggest frustrations?

What happens IN your classroom now that is “one way”?

What happens OUT of your classroom now that is “two way”?

+Put your LMS to work

CONTENT AREA for posting materials and student work ASSESSMENT for quizzes GAME for crossword puzzles and quiz shows DROP BOX for one-minute papers SURVEY for “muddiest points” DISCUSSION FORUM for questions

COMMUNICATE for sharing information ANNOUNCEMENTS for last minute changes or reminders NEWS for “hot off the press” information POLLS to take a pulse of your students COURSE MAIL for clarifications, reminders, etc.

REPORT for checking student activity

+Resources to get you started

News sites:NBC Learn, NY Times

Merlot Khan Academy TED Talks Academic Earth Teachers’ Domain (College

edition)

/ PBS Learning Media FREE National Science Digital Li

brary Thinkfinity The Internet Archive YouTube Publishers! Creative Commons

+DIY? What you’ll need…

Studio-based Campus multimedia group?

Classroom-based Lecture capture system (e.g., Adobe Connect or Panopto)

Desktop-based Screencasting software (e.g., Snagit, Captivate, Explain Everything

) Drawing tablet (e.g., Wacom Bamboo) and/or presentation

software that allows you to “draw” on the screen Microphone (USB preferred over built-in) Webcam

Server space to store/serve files A website or LMS

+Resource rules of thumb

Watch copyright! Chunk! Optimize sound quality Watch file size Watch costs Be platform-independent Make sure resources are accessible

+Show time!

1. Review your course content and fix any broken hyperlinks, images, etc.

2. Provide your students with complete info about the online components of your course – location, navigation, who to contact for technical support, etc.

3. Monitor online discussion or question forums

4. Analyze quiz, survey, or minute essays before class

5. Gather student feedback along the way – What is or isn’t working?

6. Review/revise your course ASAP – before you forget!

+Questions?

+Acknowledgements

Background Photo Credit: http://www.flickr.com/photos/34446650@N04/5829745435/

Question Mark Sign Photo Credit: http://www.flickr.com/photos/35034361412@N01/2300558555/

Notepad Photo Credit: http://www.flickr.com/photos/60364452@N00/1803278949/

Mazur, E. (2012). Flip the classroom and catalyze the learning. Educause Live! Webinar. See http://www.educause.edu/events/educause-live-flip-classroom-and-catalyze-learning

Ming-Zher Poh, Swenson, N. C., & Picard, R. W. (2010). A Wearable Sensor for Unobtrusive, Long-Term Assessment of Electrodermal Activity. Biomedical Engineering, IEEE Transactions on, 57(5), 1243–1252. doi:10.1109/TBME.2009.2038487