7. I N F O R M AT I O N
Accessing
CC-BY-NC-SA by
Walters Art Museum
Illuminated Manuscripts
8. I N F O R M AT I O N
Accessing Finding
CC-BY-NC-SA by
Walters Art Museum
Illuminated Manuscripts
CC-BY-NC-SA
by Haaaley
9. I N F O R M AT I O N
Accessing Finding Validating
CC-BY-NC-SA by
Walters Art Museum
Illuminated Manuscripts
CC-BY-NC-SA
by Haaaley
CC-BY-NC-SA
by Clasesdeperiodismo
10.
11.
12. - 2 0 1 4 H O R I Z O N R E P O R T, H I G H E R E D
“Today, society is increasingly mobile and continues to
demonstrate evidence that creation is gaining traction
over consumption. The Maker movement, user-
generated videos, self-published eBooks, personalized
domains, and other platforms have all seen steep
increases in recent years. Higher education is now in a
position to shift its curricular focus to ensure learning
environments align with the engagement of creator-
students and foster the critical thinking skills needed to
fuel a creator society.”
a creator society
#emerge2014
14. American Adults Who
Watch or Download
OnlineVideo
Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/
2013/Online-video
15. 2009 2011
Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/
2013/Online-video
14%
31%
#emerge2014
16. Professors who have
students view !
online videos
75%
Professors who have
students create
online videos
25%
Pearson, (2013). Social Media for Teaching and Learning. Retrieved from: http://
www.pearsonlearningsolutions.com/higher-education/social-media-survey.php
27. – B R E N E B R O W N
!
“Vulnerability sounds like truth
and feels like courage. Truth
and courage aren't always
comfortable, but they're never
weakness.”
#emerge2014
28. – B R E N E B R O W N
!
“Vulnerability is the
birthplace of innovation,
creativity and change.”
#emerge2014
33. Seven Principles
for Good Practice
in Undergraduate Education
(Chickering and Gamson, 1987)
Flipped Foundations
#emerge2014
34. Learning “is not a spectator sport.
Students do not learn much just sitting in
class listening to teachers, memorizing
pre-packaged assignments, and spitting
out answers. They must talk about what
they are learning, write about it, relate it to
past experiences, and apply it to their
daily lives. They must make what they
learn part of themselves.” (p. 1).
Chickering and Gamson
1987
41. Receiving
Responding
Valuing
Organization
Characterization
the other side of
Bloom's Taxonomy
The Affective Domain
Krathwohl, D. R., Bloom, B. S., Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain. New
York, NY. David McKay Company, Inc.
how we deal with
things emotionally
#emerge2014
54. student survey results
% Strongly Agreed
Or Agreed
The Flipped Class Required
More Homework
81%
The Flipped Class Was A More
Successful Learning Experience
97%
The Flipped Class Required
More Critical Thinking
89%
Pacansky-Brock, 2009. 77% response rate.
55. student survey results
% Strongly Agreed
Or Agreed
The Flipped Class Used
Classroom Time In A Way That
Was More Relevant To My
Learning
81%
I Wish More Lecture Classes
Would Be Taught In This
Format.
81%
Pacansky-Brock, 2009. 77% response rate.
56. student survey results
% Strongly Agreed
Or Agreed
The Variety Of The Learning
Materials Played A Role In
Helping Me Reach The Course
Learning Objectives
100%
The Class Helped Me
Understand How I Learn Best.
81%
Pacansky-Brock, 2009. 77% response rate.
57. student survey results
% Strongly Agreed
Or Agreed
Having The Option To Read
Or Listen To A Lecture
Increased My Ability To
Achieve The Learning
Objectives
92.5%
Pacansky-Brock, 2009. 77% response rate.
60. – S T U D E N T
PA C A N S K Y- B R O C K
F L I P P E D C L A S S R O O M E X P E R I M E N T
2 0 0 9
“…it did take a little getting used to and
it did require you to become a little
more organized, BUT the richness in the
information was a wonderful trade-off. I
feel as if I walked through the 1920s in
Paris and was able to breathe in the
atmosphere.”
62. – S T U D E N T
PA C A N S K Y- B R O C K
F L I P P E D C L A S S R O O M E X P E R I M E N T
2 0 0 9
“In traditional lecture classes you feel
like you are being force-fed the
information but in this class you feel like
you were living the history in each of the
learning units and truly connecting to
the material.”
63.
64. – S T U D E N T
PA C A N S K Y- B R O C K
F L I P P E D C L A S S R O O M E X P E R I M E N T
2 0 0 9
“I liked the VoiceThreads…they helped
me think in other ways and get different
perspectives from my fellow students.”
65. – S T U D E N T
PA C A N S K Y- B R O C K
F L I P P E D C L A S S R O O M E X P E R I M E N T
2 0 0 9
The flipped classroom “created an
environment for people to do well who
don’t always do best in a classroom
environment if they’re afraid to talk in
class or if the class is run by a group of
students who dominate the
conversation.”
66. Tips for the Flipping Your Class
• Start with your vision for the end of your class
CC-BY-NC-SA Stuck in Customs
67. CC-BY-NC-SA Stuck in Customs
Tips for the Flipping Your Class
• Start with your vision for the end of your class
• Think outside the box of “delivering videos”
prior to class
68. CC-BY-NC-SA Stuck in Customs
Tips for the Flipping Your Class
• Start with your vision for the end of your class
• Think outside the box of “delivering videos”
prior to class
• Have students use tools they are comfortable
with or have them use tools you can support
69. CC-BY-NC-SA Stuck in Customs
Tips for the Flipping Your Class
• Start with your vision for the end of your class
• Think outside the box of “delivering videos”
prior to class
• Have students use tools they are comfortable
with or have them use tools you can support
• Capture exiting students’ feedback and share it
with incoming students for super powered
relevancy!
70. CC-BY-NC-SA Stuck in Customs
Tips for the Flipping Your Class
• Start with your vision for the end of your class
• Think outside the box of “delivering videos”
prior to class
• Have students use tools they are comfortable
with or have them use tools you can support
• Capture exiting students’ feedback and share it
with incoming students for super powered
relevancy!
and finally…
77. CC-BY-NC-SA
by Clasesdeperiodismo
design
learning
with them
in mind!
• Call a friend survey
• Interview friends/family and share
voice recordings in small groups
• Have students go on location to
document experiences in photographs,
upload these to a class wiki or social
network (Facebook group, Google+
Community, Bonfyre)
78. CC-BY-NC-SA
by Clasesdeperiodismo
design
learning
with them
in mind!
• Call a friend survey
• Interview friends/family and share
voice recordings in small groups
• Have students go on location to
document experiences in photographs,
upload these to a class wiki or social
network (Facebook group, Google+
Community, Bonfyre)
• Assign “experiences” for homework
and have students live text their
reflections (cel.ly, Bonfyre, Twitter)