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An Introduction to Flipped Learning
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An Introduction to Flipped Learning

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Presentation for staff at AVANA (7/4/14)

Presentation for staff at AVANA (7/4/14)

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  • 1. flipping LEARNING Michael Coghlan AVANA 7/4/14
  • 2. TODAY’S AGENDA • Flipped Learning – what is it and why do it? • Case Studies Flipping YOUR Practice • How does it change classroom practice? • How do you do it online? • Student Centred Learning • SWOT Analysis
  • 3. WHERE WOULD YOU LIKE TO GO?
  • 4. (What does it look like?)
  • 5. PERSPECTIVES
  • 6. • Definition: The flipped classroom model involves courses that move the traditional lecture, or content dissemination, away from face-to-face hours and into online delivery outside of class time. The face-to-face class time is used for practice and actual application rather than for introducing the content being studied. http://www.educause.edu/ero/article/online-educational-delivery-models-descriptive-view
  • 7. 2014 Higher Ed Horizon Report Trending Educational Technologies:
  • 8. WHY FLIP? http://www.ethosconsultancynz.com/video/why-i-flipped-my-classroom
  • 9. CASE STUDIES • Clintondale High School (US) • University of South Australia Law School • TAFE SA Dental • Simon Brown - SkillsTech Qld - Video Case Study
  • 10. CLINTONDALE HIGH: When we first implemented this model in the ninth grade, our student failure rate dropped by 33% in one year. •English, the failure rate went from 52% to 19% •in math, 44% to 13% •in science, 41% to 19% •social studies, 28% to 9% In September of 2011, the entire school began using the flipped instruction model, and already the impact is significant. During the first semester of the year, the overall failure rate at the school dropped to 10%. We’ve also seen notable improvement on statewide test scores, proving that students’ understanding of the material is better under this model. http://www.flippedhighschool.com/
  • 11. CASE STUDIES • Clintondale High School (US) • University of Adelaide Law School • TAFE SA Dental • Simon Brown - SkillsTech Qld - Video Case Study “lectures were reluctant to let go....feared loss of control”
  • 12. CASE STUDIES – UQ: Literature Pre-class: • readings (which are assessed) Issues • Ensuring that students come prepared makes the class a happier, more vibrant place to learn for students and teachers • initial large time investment, but pays off in terms of lighter future workloads and students’ deeper learning • work with other staff to develop resources • First-year students need more scaffolding to engage in critical analysis • Marks must be assigned to students’ completion of readings to provide incentive for them to prepare for class Engagement • With advanced undergraduates, key questions are gathered from students to ensure that they are dealt with • •Students are asked to discuss key questions in groups of 2-3 and then discuss conclusions with the larger group http://www.uq.edu.au/tediteach/flipped-classroom/
  • 13. It’s not just about operational change....
  • 14. shift(s) the ownership of learning from the educators to the students 2014 Higher Ed Horizon Report
  • 15. How to deliver the content? (media/tools) OPTIONS - Media Video – Built-in webcam (laptops, ipads, phones) – most recent digital still cameras record good quality video – Flip Cameras, Zoom – POV technology (ideal for demonstrating practical tasks) – Screen Capture software • Screenr (5 minute limit) • Camtasia • Jing – * Virtual Classroom software (BbC, WizIQ , Adobe Connect, etc) – * Automated lecture capture tools (Echo 360) * (use judiciously – may be using a sledgehammer to hammer a nail)
  • 16. How to deliver the content? (media/tools) OPTIONS – Media Narrated Slides – Articulate Engage, Storyline, etc; expensive tools requiring level of expertise – Powerpoints with audio (large files) and converted to Flash – possible but not recommended. (Support for Flash is fading.) – Slideshare: you can upload slides to the web and then upload and synch audio (effective but time consuming) – Don’t forget to check existing videos/presentations on YouTube or elsewhere
  • 17. Where do you put video? • YouTube • Other in-house server HOW LONG SHOULD THEY BE? CC image from http://www.flickr.com/photos/spelio/9081024329/
  • 18. How to deliver the content? (media/tools) Audio •Create with Audacity, phone, ipad •Store on LMS or Podcast service (eg Podomatic), Soundcloud, ipadio •Always have an mp3 recorder handy
  • 19. How to deliver the content? (media/tools) DOCUMENTS • Flipped content can be delivered as conventional docs – Word, PDF, Powerpoint – emailed or posted on Learning Management System (LMS) • Could contain questions, exercises but remember – these will be done/answered IN YOUR FLIPPED CLASSROOM
  • 20. “If I’m not delivering content I don’t know what I’d do in the classroom.”
  • 21. What to do in a flipped classroom? (ie how does it change what you do?) • Have students DO things! – Set tasks (maybe assignments, quizzes) • Bring questions, comments about pre-lesson materials • Have students apply knowledge • Discuss: scenarios • Encourage students to work together (collaboration) • Group students according to level, interest, etc • Pair stronger with weaker students where appropriate • Implement peer review/assessment
  • 22. What does the flipped classroom look like ONLINE? • Synchronous events • Asychronous events Gototraining chats discussions wikis email
  • 23. What does the flipped classroom look like ONLINE? • Synchronous events • Asychronous events } Combine these? Gototraining chats discussions wikis email
  • 24. HOW DO YOU DO THIS ONLINE?
  • 25. What to do in a flipped classroom? (ie how does it change what you do?) • Have students DO things! – Set tasks (maybe assignments, quizzes) • Bring questions, comments about pre-lesson materials • Have students apply knowledge • Discuss: scenarios • Encourage students to work together (collaboration) • Group students according to level, interest, etc • Pair stronger with weaker students where appropriate • Implement peer review/assessment
  • 26. ‘normal’ completely flipped 50-50
  • 27. HOW CAN YOU MAKE YOUR CLASSES MORE STUDENT-CENTRED? • Have students – Drive ‘question time’ – Self-select groups and topics when appropriate – Find or generate user generated content – Identify scenarios for class discussion • Offer them different modes of assessment for same task (does everyone have to be assessed the same way? )
  • 28. Video created by a student of one of his peers demonstrating competence in the safe use of hand and power tools Video/photographs created by students on mobile phones and uploaded to Facebook USER GENERATED CONTENT http://www.flickr.com/photos/judybaxter/813957814/
  • 29. strengths weaknesses opportunities threats
  • 30. http://flippedlearning.org/
  • 31. LAST THOUGHTS?
  • 32. END OF TODAY’S SESSION Slides of this session will be available from http://www.slideshare.net/michaelc/ Unless otherwise stated all images used in this presentation are Creative Commons images by mikecogh - http://www.flickr.com/photos/mikecogh/ Michael Coghlan NewLearning michaelc@chariot.net.au

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