ETUG Spring 2013 - Possibilities & Constraints to a Flipped Classroom Approach by Amrit Mundy and Diane Goossens

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This session reviews our thinking, decisions, and constraints around changing a complex, content-heavy, one day Systemic Thinking workshop (“the ability to see and work with systems”) to a blended …

This session reviews our thinking, decisions, and constraints around changing a complex, content-heavy, one day Systemic Thinking workshop (“the ability to see and work with systems”) to a blended model using the flipped classroom approach. This workshop was originally a one-day workshop, open to any UBC employee, with use of their professional development funds. In 2012, based on a review of the content, design, participant feedback, and resources related to the workshop, we decided to implement a flipped classroom approach (online learning modules followed by a face to face workshop) to allow participants more time to reflect on concepts in their own time, and to practice the ideas with facilitators, during the face to face session.

During this session, we will provide a 15 minute overview that will include a quick walk through of some background to the workshop, the reasons for, and constraints within, the re-design process, a brief look at the redesigned, blended workshop, and participant evaluations before and after the re-design.

The next 20 minutes will involve participant in small group work. During this time participants will have the opportunity to both, work with systemic thinking concepts in an educational technology context (for e.g. MOOCs or flipped classrooms), and to recommend improved learning design to us based on this brief experience. Given our increasing complex worlds, having the ability to understand and influence systems is a key competency for designers of educational technology.

During our session we plan to touch on and highlight certain aspects of this workshop re-design that we needed to consider carefully. We plan to touch on these both, during our overview, and during participants small group work. These aspects are:
(i) Workshop participants needed some knowledge and understanding of systems thinking frameworks before they could explore the concepts meaningfully in the workshop;
(ii) Due to the complexity of the content and frameworks, workshop participants needed sufficient soak time to reflect on, and absorb, the content before being able to apply it;
(iii) To do full justice to participant learning, we believed that workshop should support participants to practice, and work with, systems thinking using examples from their personal and professional contexts. We felt that this was an essential step towards being able to practice systems thinking after the workshop, in their workplaces.

We are particularly interested in the idea of flipped classrooms, and making use of non-classroom time to support deep, situated learning for our participants. In addition, we think that a flipped classroom approach might help us work around some resource constraints that staff development faces at universities.

http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#amrit

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  • 1. Flipping the Classroom forSystemic LearningAmrit Mundy, M.A.,UBC, Organizational Development & LearningDiane Goossens, M.Ed., Diane Goossens & Associates
  • 2. What we did & why• Workshop Context• What we did• Why we did it• 1or 2 Results & Constraints
  • 3. Systems Concepts6/13/2013Copyright (c) 2011 B.W. Stevenson &Associates, Ltd.3System A System B
  • 4. Our Focus for this session –A different (complimentary) lens?LearningCentredblendedteachingsystemic?LearnerCentredalignment
  • 5. Our Focus for this session -Using Systemic Language for Design• Learning systems &sub-systems• Inputs and outputs• Elements• Boundaries
  • 6. Learning Objectives - Face to Face WorkshopAnswer the question, ‘What is a system’Build capacity to understand systemic thinking Understand mental models/paradigms Gain a ‘systems’ perspective See the whole picture, not just the parts Focus on underlying structures and patterns Ask Critical Questions See systemic patterns in relationshipsPractise ‘seeing systems’ & ‘applying systems thinking’ techniques, tools andapproachesOverall Outcome: Increase capacity for Systemic Thinking at UBC• Creates cognitive dissonance re way professionals taught to approachwork – linear problem solving v/s holistic systemic approach
  • 7. = “Flipped Classroom” Systemic Thinking ProgramOutcome: Increased Systemic Thinking Capacity at UBCInputs InputsOutputsInc. awarenessReflective Questionson Systems inWorkplaceOnline Workshop Space BetweenWorkplaceUBC EnvironmentFace to Face WorkshopOutputsInc. awarenessNegligibleworkplaceapplicationFace to Face + Online + Space Between + Space AfterOutputsInc. awarenessMore workplaceapplication
  • 8. Key Concepts• We redrew or stretchedthe boundaries of oursystem(s)/program toinclude...• Additional interconnected“subsystems” in ouroverall system or program… to amplify our overalloutcome: Increasing thecapacity to apply systemicthinking at UBC
  • 9. Learning Design Questionsto play with• Choose a learning system• Are your learningoutcomes being achieved?• Inputs & outputs?• Boundaries, sub-systems,and stretching theboundaries…• Rhythm & Relationship ofsub-systems?• Insights?
  • 10. Your Learning System: Stretching Boundaries and AlteringSubsystems to Increase Learning /Align OutcomesOutcome: _________________________________Inputs InputsOutputsBoundaries____________ EnvironmentOutputs
  • 11. The Continuing Evolution...Online workshop – provocativeapplicable questions; peer onlinediscussion of concepts in practiceSpace in between – more consciousapplication hereFace to face – less lecture/moreapplication - particularly FEEDBACK abouttheir applicationSpace after – Part 2, workplace follow up;peer discussion/application/ Communityof PracticeYour Suggestions?
  • 12. Systems Thinking ReferencesD. Meadows, Thinking in Systems: A Primer,Chelsa Green, 2008J. O’Conner, The Art of Systems Thinking,Thorsons, 1997