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Flipped Classroom Higher Education
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Flipped Classroom Higher Education


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Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.

Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.

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  • 1. Disclaimer . . .
  • 2. I believe my role is a tour guide of learning possibilities– providing students with a menu of possibilities tolearn the content.
  • 3. How does relate to the Flipped Classroom?
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  • 6. We can now deliver on-demand content to anystudent for nearly zero incremental cost. Sal Khan
  • 7. The lectures can be given by superbcommunicators, with a deep, intuitiveunderstanding of the material. Sal Khan
  • 8. The video content can be paused andrepeated as needed. Students can focus onexactly what they need to know. They don’thave to be embarrassed to fill in remedialgaps. Sal Khan
  • 9. The classroom will be a place for activeinteraction, not passive listening anddaydreaming. Sal Khan
  • 10. The role of the teacher will be that of a mentoror coach as opposed to a lecturer, testwriter, and grader. Sal Khan
  • 11. Taking active learning seriously meansrevamping the entire teaching/learningenterprise—even turning it inside out or upsidedown. Eric Mazur
  • 12.
  • 13. Professors stick with traditional approachesbecause they don’t know much aboutalternatives. Few get training or coaching onhow to teach.
  • 14. Educators need to be re-educated as to whatto do with the class time that previously wasused for their lectures.
  • 15. A model or framework for this re-education isneeded.
  • 16. Learners need to be personally connected tothe topic. Student engagement is the key tolearning. This is more likely to occur throughengaging experiential activities.
  • 17. The flip within blended and online classescomes when student experiences aresupplemented with media-driven content.
  • 18. Lectures still have a place and can be moreeffective if given in the right contexts, such asafter (not before) students have exploredsomething on their own (via a labexperience, simulation, game, fieldexperience, analyzing cases, etc.) and developedtheir own questions and a need to know.
  • 19. Older models of experiential learning can beupdated to include technology tools and buildoff of the concepts proposed for the flippedclassroom model . . .
  • 20. Model: Experiential Learning Cycle
  • 21. Model: David Kolb1. Learning is best conceived as a process, not in terms of outcomes.2. Learning is a continuous process grounded in experience.3. Learning is a holistic process of adaptation to the world.4. Learning involves transactions between the person and the environment.
  • 22. Model: 4MAT System
  • 23. This concrete experience provides anauthentic, often hands-on learning activitythat fully engages the student.
  • 24. Goal to hook and motivate learners towant to know more about the contenttopics.
  • 25. Experiential engagers can be done bothface-to-face and online.
  • 26. Problem-Solving Games
  • 27. Science Experiments
  • 28. Experiential Mobile Learning
  • 29. The Arts
  • 30. The Arts: Face-to-Face and Online
  • 31. Online: Virtual Field Trips
  • 32. Online Simulations
  • 33. Online Tours and Simulations
  • 34. Online: Google Art Tour
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  • 36. Educators are no longer thegatekeepers to information andexpertise.
  • 37. Experts areaccessible.
  • 38. For the first time in human history talentedstudents dont have to have their potential andtheir dreams written out of history by lousyteachers. They can sit two feet in front of theworlds finest. Chris Anderson, TED curator
  • 39. Resources
  • 40. Video Lectures by Experts
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  • 42. versity
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  • 49. Online Journals and Textbooks
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  • 52. Online Chat Tools to sharequestions, notes, and general comments.
  • 53.
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  • 56. Learners develop skills for . . . . . . reflective practicethrough discussing, reviewing, analyzing, evaluating, andsynthesizing key learning through their experientialactivities and exploration of expert commentaries.
  • 57.
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  • 59. Broadview-Interpersonal- Relations- Course/241152722603421
  • 60. ReflectivePodcasts
  • 61. Reflective Videos
  • 62.
  • 63. Tests
  • 64.
  • 65. When students have multiple choices in ways todemonstrate their knowledge, the evidence of theirlearning is more accurate. We wanted the students toactually become the experts through the learningprocess. This assessment isnt just a fancy term for apresentation at the end of a unit. To actually engagein an authentic celebration is to witness a true displayof student understanding.New Horizons
  • 66. Example Celebrationof Learning Projects
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  • 70. classroom-full-picture-an-example-lesson/
  • 71.
  • 72. More Information