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Flipping the Humanities Seminar

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Flipping the classroom vitalizes seatwork time in STEM disciplines. But by that standard, the humanities classroom is already flipped. This slideshare discloses best practices for a …

Flipping the classroom vitalizes seatwork time in STEM disciplines. But by that standard, the humanities classroom is already flipped. This slideshare discloses best practices for a humanities-specific "flipped" classroom experience.

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  • TREMENDOUS WEALTH OF INFO CONVEYED – WE DON’T SEE B/C IT’S NATURALIZED…. PERIPETATIC
  • FORDISM – EFFICIENCY --- INDUSTRIAL PRODUCTION --- ESP. K-12 LEARNING BELL RINGS, KIDS MOVE
  • VALUE PROPOSITION – GIVE PEOPLE EXPERIENCES THEY CAN’T GET iTUNES U or a MOOC… RESIDENTIAL EXPERIENCE
  • Transcript

    • 1. The Flipped Humanities Classroom Kathi Inman Berens CET Distinguished Fellow Fellow, Annenberg Innovation Research Council IBM Faculty Award Winner University of Southern California
    • 2. Mobile Learning I shoot video lectures for my OL students. Example: http://bit.ly/1mHCwuM @kathiiberens
    • 3. STEM Flip <> HUM Flip In STEM disciplines, “Flipping” means doing “homework” in the classroom & watching vid lectures at home. STEM lectures are fastpaced content delivery & edification of textbook. In HUM & related disciplines, classroom experience is already “Flipped”: learners actively interpret, debate and make meaning both individually and collaboratively. Lecture is dynamic & responsive. Vid flattens a hum lecture from 3D to 2D. @kathiiberens
    • 4. HUM: “Flip” Graded Work The Classroom is already “Flipped” Hum & other interpretive disciplines assess performance individually. BUT… post-univ work environments are collaborative & virtual. Broaden assessed work to include collaborative authorship. @kathiiberens
    • 5. Cathy Davidson: c20 edu = “Industrial” model @kathiiberens
    • 6. @kathiiberens
    • 7. Jack Halberstam There are 2 pieces to the Flipped Classroom equation. The problem solving during classroom But for humanists, the live piece, the lecture piece, is not worked out…. A good time works beautifully. lecture meanders. @kathiiberens Prof. Comp Lit, AMST, Gender Studies, Queer Theory
    • 8. F2F’s Value Prop Databases can’t reproduce serendipty akin to the canniness of embodied learning environments. @kathiiberens
    • 9. Myths about “Digital Natives” @kathiiberens
    • 10. Use mobile to optimize hybrid learning. @kathiiberens
    • 11. The New Learning Is Ancient http://kathiiberens.com/teaching/philosophy/ @kathiiberens
    • 12. How To? Start w/ 1 assigment. I created these: • Design Thinking Lab • Mobile Role Playing Game via Twitter • Collaboratively authored G-Doc • QR-code powered Scavenger Hunt on campus @kathiiberens
    • 13. Why MOOCs entice/ scare univs > > @kathiiberens
    • 14. In the era of MOOCs @kathiiberens
    • 15. How important is intimacy? “The professor is in most [MOOCs] out of students’ reach, only slightly more accessible than the pope or Thomas Pynchon. “ --A.J. Jacobs on MOOCS NYT, 20 Apr. 13 Img: Ana Albero, NYT @kathiiberens
    • 16. SCALE • Raw materials of digital pedagogy can be shared at massive scale; • But their application cannot. • Even in Al Filreis’ Modern Poetry MOOC “there are abundant office hours, discussion leaders, and even a phone number you can call to discuss your interpretations of the week’s poem” @kathiiberens
    • 17. Some F2F “procedures” are now optional • • • • Meeting physically in a campus room Talking using voices Taking turns Synchronicity @kathiiberens
    • 18. F2F, optimize for what a database can’t do Computation can build working relationships from intimacy sparked F2F. @kathiiberens
    • 19. is software’s procedural goal. @kathiiberens
    • 20. @kathiiberens