2013 innovatev2

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Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)

Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)

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  • Main slide prior to start of session
  • Intro slide when presentation commences
  • LT introductions Purpose of session
  • Flipped class model Lynn
  • Transitions to TraceyFlip example Flipping the class – demonstrationhttps://tegr.it/y/12byl
  • Explanation of need and analysis
  • Items to consider as instructor in the course
  • Pros versus cons ( we can split this up)
  • Lynn to cover
  • Lynn to coverThink about the pedagogyUse existing technology to ease faculty and students into the flipped conceptBe clear on expectationsYou are the promoter of the flipped model to all!Release control to the studentsAssess student’s understanding of pre-class assignmentsBuild assessments to complement flipped model
  • Tracey to coverDeciding on technology toolsCamtasia, Adobe Connect, or Tegrity?Graphics tablet (for annotating visuals)Webcam?Do your homeworkMost tools have a learning curve - Be certain you have time to learn; before you leap in!RecommendationsTalk to your educational technology professionals
  • Tracey to coverBrief Activity: Think-Pair-Share Think: What are ideas for structuring “activities” and in-class time when lecture is covered at home?Pair: Discuss your ideas with a partner.Share: Be prepared to share your ideas with the group.Course content considerationsCognitive levels?What will be the nature of “homework” activities?What will be the structure of class sessions?
  • Tracey to cover per her courseScripting and recording lecturesTime!Slides and scriptsActivities for accountability and interactivitySelf-study questionsCarmen discussion boards and “Burning Questions” listDeveloping practice activities (previously known as ‘homework’)
  • Tracey and Lynn about implementationSummer and Fall 2012; EDUPL 6641Two meetings/weekreview SSAs, answer “Burning Questions” (distribute answers), work on practice activities; student-centered
  • Formative and summative evaluation
  • TraceyRigor of practice activities and assessment of student progressStudent control/accountability; underestimation of effort neededWork with Lab TA for cohesion
  • TraceyLowered anxiety (use of humor, relaxed atmosphere in class, etc.)Transcripts of class comply with ADAScripts help English as Second Language Learners Students control delivery of the content/more relaxed processing“Burning Questions” help provide more thorough answers in classIn-class time: “real teaching and learning”
  • Tracey and LynnRe-record all videos with Tegrity –more features for lecture capture (shorten some – max 6-8 minutes)Revise practices activities to account for needs of advanced students – make more rigorousDetermine appropriate informal assessment techniquesDetermine better ways to hold students accountable for their part in the teaching/learning process

Transcript

  • 1. +Redesigning Originally Traditional F2F Lectures!
  • 2. + R O T F L !riginallyraditionalacetoFaceedesigningectures
  • 3. +PresentersLynn TrinkoLynn Trinko is currently the Director of Educational Technology inthe College of Education and Human Ecology at Ohio StateUniversity. Her research interests include: e-learning, interactivevideoconferencing, and communities of practice. She is a QualityMatters and MERLOT Peer Reviewer.Tracey Stuckey-MickellDr. Tracey Stuckey-Mickell is a Lecturer at Ohio State Universityand teaches courses in educational research methods andeducational psychology. Her research interests include:Interactive learning technologies, learning & instructionalstrategies, and learning/academic achievement in at-riskpopulations. She has special interest in online/blended learning.
  • 4. +Flipped ClassroomFeatures of a flipped classroom:• Content is presented prior to class• Typically videos and supplemental materialsare used in lieu of lectures• Students spend class time actively workingon content
  • 5. +A Reflective Moment:Recognizing Need forChange (Analysis)
  • 6. +Risk-taking in theClassroom: To Flip or Notto Flip? (Analysis)
  • 7. +Pros VS Cons Increased 1:1 teacher-studentinteractions Students learn at own pace Encourages mastery learning Increases student-studentinteractions; peer to peerteaching Levels playing field Diagnostics and tracking Multiple modes of instruction No more make up assignments Adopting flip encouragesMORE screen time forstudents; do they really needit? Increased homework? Increases digital divide Increased development costs Still didactic lecture basedphilosophy Teacher‟s role is diminished Students can‟t adapt to the“flipped” environment
  • 8. +The Decision To Flip,But How? (Design)Resources needed: Time Technology Content Patience
  • 9. +Before you flip Think pedagogy! Use existing technology to ease faculty and students into theflipped concept Be clear on expectations You are the promoter of the flipped model! Release control to the students Assess student‟s understanding of pre-class assignments Build assessments to complement flipped model
  • 10. +Tools (Design)Deciding on technology tools Camtasia, Adobe Connect, or Tegrity? Graphics tablet (for annotating visuals) Webcam?Recommendations Consult Ed Tech professionals Do your homework Most tools have a learning curve Allow time to learn
  • 11. +Organizing your content(Design) Cognitive levels? Materials (text, lectures, media, etc.)? Homework? Structure of class time?
  • 12. +The Experience of Flipping(Development) Lectures Time intensive! Scripting, visuals, recording Activities--accountability andinteractivity Self-study questions “Burning Questions” (CarmenDiscussion Boards) Practice activities (formerlyknown as „homework‟)
  • 13. +Implementing the Flip(Implementation) Summer and Fall 2012; EDUPL 6641 Two meetings/week Meeting 1: Review SSAs; “Burning Questions” Meeting 2: Practice activities in groups
  • 14. +Determining Success(Evaluation) What worked? What didn‟t? How well did studentsmaster content?
  • 15. +Challenges/Opportunities Rigor of practice activities Student progress Student accountability and effort Effective collaboration with Lab TA
  • 16. +Benefits Lower anxiety ADA –compliance (transcripts) Non-native English speakers Increase student control “Burning Questions” Better use of class time
  • 17. +Next Steps Re-record with Tegrity Shorten length (8 min max) More rigorous practices Informal assessments Student accountability
  • 18. +OSU Resources Office of Distance Education & eLearning Digital First http://digitalfirst.osu.edu/ Exploring Learning Technologies Community (Meetings areheld the 3rd Friday of every month from 10-11:30AM in 143Physical Activities & Education Services (PAES).https://carmenwiki.osu.edu/display/eltcommunity/Home Your local Educational Technology team
  • 19. +Resources7 Things You Should Know About Flipped Classrooms (EDUCAUSE Learning Initiative,February 2012).These 7 points provide a quick introduction to flipped teaching, including benefits, drawbacks,and implications for teaching and learning.http://net.educause.edu/ir/library/pdf/ELI7081.pdfThe Flipped Classroom Infographic, Jeremy F. Strayer, Ohio State University (Retrievedfrom KNEWTON).Using visuals and graphics, this concise piece presents the concept, some examples, and theresults in one case study at the high school level. http://www.knewton.com/flipped-classroom/TED Ed: Lessons Worth SharingTake the three-minute video “TED-Ed Tour” to understand the potential of the hundreds ofengaging videos for teaching on this site, including ways to customize those on the site ordesign “flipped classes” using any video from YouTube. The site offers a wide range of videosin which educators and animators collaborate, plus explanations and directions for “flipping”classes. http://ed.ted.com/tour
  • 20. +Questions and Answers? ??
  • 21. +Contact usLynn TrinkoTrinko.1@osu.eduTracey Stuckey-MickellStuckey-mickell.1@osu.edu