Flipped Learning Design for VET Webinar Presentation Slides


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Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.

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  • AllisonIntroduce ourselvesEncourage conversations and questions via the text chatMe dropping out START RECORD
  • AllisonThis webinar will cover ….
  • MichaelSo what is ‘Flipped Learning’?Rather than assume you are an ‘empty vessel’, we will take a few moments to share what we already know.
  • MichaelUse the “A” or drawing function to share what we already know about ‘flipped learning’Set timer for 2 minsShare what people have written/drawn
  • MichaelIt’s not just video.
  • AllisonFlipped learning is when key learning materials are provided to students prior to attending a traditional classroom environment, through audio, video, online forums or reading materials. This means valuable face-to-face time with the trainer is then used to work through real-life problems and to engage in discussions. This model maximises learners’ opportunities to learn at their own pace, and then apply their learning in a supportive mentored environment, and moves training from a ‘transmission’ model to a ‘facilitated’ model.
  • AllisonSo why are people using ‘Flipped Learning’?Rather than assume you are an ‘empty vessel’, we will take a few moments to share what we already know.
  • AllisonLets use the whiteboard to brainstorm what we already know about why people are using “Flipped Learning” – use the “A” or drawing function to share what we already know about why people are using ‘flipped learning’Set timer for 2 minsShare what people have written/drawn
  • AllisonImplementing flipped Learning design is tricky than it first appears.Expectations around current traditional classroom delivery models mean that they are many critical aspects which need to be considered when implementing flipped learning.
  • AllisonTo be ‘learning centred’ is when:compliance and infrastructure are driving good teaching/learning and assessment practices (and not the other way around)training is focussed on developing ‘industry ready’ learners and not production line, profit driven, training methodologiestrainers go from being the ‘teacher’ and holder of all knowledge to being the facilitator of learning and the curator of information/knowledgeApplying ‘Assessment for Learning’ principles, where the process of learning is valued and assessed as much as the products of learning and ‘face time’ in the classroom or training environment. Self and Peer assessment, and effective questioning techniques are crucial.
  • AllisonInvestigating new learning and assessment approaches are important, such as:Networked Learning – where students are encouraged to use a range of ‘networks’ and sources of information to obtain the ‘content’ or information they needDesign Thinking/Learning – where students discover, interpret, create, experiment/explore and evolve their knowledge
  • AllisonThe following is a list of delivery models which are ‘learning-centred’ to enable people to develop the many and varied skills that need to be life-long and self-directed learners.Individual Learning PlansAction/Project based learning Problem seeking & solving learning (Design thinking)Work-based/Situated learningService learningPeer/Collective (Tribe/Gang) learningProfessional Learning Communities /PLNs (Circles)Informal/Just-in-Time/Social/Self-organised learningScenario-based learningOthers?This list is by no means extensive, but it does focus on active-learning opportunities, and they can all be implemented more easily through the use of technology.Implementing and assessing these delivery models requires:Networks to be exposed to new ideasTime to explore new ideasEnvironments which support the implementation of new and different ways of doing thingsResources which enable the implementation of new ideasCommunication strategies to positively share how these new or different ways of doing things will benefit everybody, etc, etc, etc,
  • MichaelDon’t expect learners to be able to be ‘flipped learners’ in traditional classroom environments.They will need:24/7 access to learning resourcesVisual/Audio resources over text basedSupport in the workplace to try new things and trial new ideasLearning environments which allow researching and collaborating eg computers/laptops/tablets, whiteboards, screens, speakers/headphones Access to wifi for their own devices eg BYODs - this will allow them to manage their own information more easily, and choose the etools they need to learn effectivelyOnline spaces to share and collaborate:Synchronous – Skype, Google Hangout, AnymeetingAsynchronous – Forums, GroupsSimulations – augmented reality, virtual worlds
  • MichaelFlipped learning needs information to be openly available and shared from the trainer to student, as well as students to students.  Collaboration and interacting are important:“Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids.”“Since the role of the teacher has changed, to more of a tutor than a deliverer of content, we have the privilege of observing students interact with each other.  As we roam around the class, we notice the students developing their own collaborative groups.”Source: http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php
  • AllisonFlipped Learning will be happening in many different ways, and in many different locations, so capturing the learning by narrating the learning is very important.This requires learners to:Have online spaces to share and communicate with one another eg forums, Flickr, micro-blogs, blogs, Facebook, LinkedIn etcTag their work to enable them to aggregate or ‘bring it all together’ for mapping against units of competence.Eportfolios provide a good way of keeping all of the evidence in one place. Using templates in the eportfolio environment means learners can easily populate the right type of evidence.
  • AllisonOrganisational infrastructure will need to be flexible enough to support a range of training and resulting requirements which support 24/7 learning, and continuous and ongoing enrolments.Learning will need to be designed to support learning outcomes and not units of competence, so holistic learning and assessment around skills sets or clusters of units will need to be implemented. This requires sophisticated mapping and tracking systems. Getting learners to ‘tag’ their work with unit codes across are range of online environments can help support this by ‘aggregating’ their work through these tags or ‘hashtags’
  • AllisonSo what are the key considerations with implementing flipped learning?
  • AllisonIntroducing new approaches to teaching, learning and assessment requires a ‘change management’ process by setting expectations about how and why these new approaches are happening, so it is important to:Consult widely with key stakeholders: senior management, teaching staff, support staffIndustry/employers/licensing bodies/industry skills councilsStudents/Learners – and maybe parentsStart with a new cohort of learners – they don’t know what you used to do and so won’t be able to say ‘we prefer it the old way’Scaffold your approach – start small … baby steps … you need to wean your learners off of being given everything, so start with small projects to trial what works with your learnersImplement systems which more easily recognise ‘informal’ and collaborative learning eg journals/reflective logs, discussion forums
  • AllisonTeaching and support staff will need to develop their facilitation and curation skills.Professional development activities, such as the “Flipped Learning Design for VET” Program is a good example, as are action learning projects where people:develop an ideatrial the ideagather evidence reflect on progressrefine idea, trial, gather evidence, reflect, and so on
  • AllisonFlipped learning doesn’t mean there is no content. It means that content is delivered in many different ways. It also means that the trainer doesn’t have to develop all of the content themselves.Trainer developed content should be a combination of:Video or webinar recordings for ‘visual’ content eg demonstrationsAudio podcasts of ‘lecture’ style contentLinks to existing or teacher-generated online contentOther content can be sourced from:YouTube, TeacherTubeetcOER, wiki-pedia; educator, veristyetcHow to videosMOOCs, Peer2Peer university, Khan AcademyNational VET Elearning Strategy Learning repositoryStudent created content from previous courses eg outputs from projects, where learners become the pro-sumers of information, that is, both producers and consumers of information
  • AllisonFlipped learning will mean that when and where the facilitation of learning will change.Tele-work and flexible working arrangements will need to be implemented to allow learning support to happen outside of traditional business times. However Workplace Health and Safety (WHS) considerations will also need to be put into place. 
  • AllisonSo like any digital implementation all elements need to be planned for otherwise:Neglect will happen if people are not engaged and supported Disappointment will occur if the technology doesn’t work right, andFrustration if people are hindered by restrictive policies and processes
  • Michael
  • MichaelSo what is ‘Flipped Learning’
  • The Orthodontics Program (Dental; TAFESA) needed to reduce the number of f2f sessions. To solve the problem of having to cover the same amount of content in less time they decided to make pre-readings and YouTube clips available ahead of workshops. Students have come to like this alternative more efficient method of delivering content.And ironically, the teacher that made the decision to flip the classroom had not heard of the concept of ‘flipped learning.’ Moral: good teachers instinctively implement good practice.
  • AllisonPutting the Flip in Aged Care project is a National VET E-learning Strategy project through a partnership with the Gordon Institutes and the City of Greater Geelong (CoGG) Aged and Disability Services division for off-site workers located in the Geelong Region.The aim of this project is to:delivery content outside of class via teacher-centred videos thereby allowing learners more workshop time to work on key learning activitiesincrease interaction and personalised contact time between learners and teacherscreate an environment where learners take responsibility for their own learningintroducing technology to traditionally more mature aged learners in a supported way They are keeping the resources simple to create and use eg PowerPoint, Screenr and Moodle. More information: http://participationandskills.wikispaces.com/VIC87
  • AllisonSo where to from here?What will you do - ask people to answer this either verbally or in the text chat (time permitting)
  • AllisonSo if you would like to learn more about flipped learning design for VET through a ‘flipped learning’ approach, please register for the “Flipped Learning Design in VET” programLink to registration form: http://www.vetpd.qld.gov.au/resources/pdf/qvdc-manual-event-registration-form-fax.pdf
  • AllisonThank yous and good byes
  • Flipped Learning Design for VET Webinar Presentation Slides

    1. 1. Allison Miller & Michael Coghlan Vanguard Visions Consulting 26 March 2013
    2. 2. Webinar Overview • What is ‘Flipped Learning’? • Why use ‘Flipped Learning’? • Critical aspects of implementing ‘Flipped Learning’? • Key considerations when implementing ‘Flipped Learning’? • How are others doing? • Where to from here?
    3. 3. What is ‘Flipped Learning’?
    4. 4. What is ‘Flipped Learning’?
    5. 5. 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.” (Hill at http://www.educause.edu/ero/article/online-educational-delivery-models-descriptive-view)
    6. 6. From this ….. Left Image: 'Classroom in Jansons School of Business, Coimbatore, India - http://commons.wikimedia.org/wiki/File:Classroom_010.jpg Right Image: 'Designing Learning in the Digital Age - Melbourne, March 2013’ - http://www.flickr.com/photos/77018488@N03/8569658553// To this …..
    7. 7. Why use ‘Flipped Learning’?
    8. 8. Why use ‘Flipped Learning’?
    9. 9. Image By Ping News – Released to Public: Massive Sandstorm from the Northwest African Desert (NASA) - http://www.flickr.com/photos/pingnews/470812817/
    10. 10. Critical aspects of implementing ‘Flipped Learning’
    11. 11. Critical aspects of implementing ‘Flipped Learning’ 1. Being ‘Learning Centred” Image By Vanguard Visions Consulting – Designing Learning in the Digital Age – Melbourne March 2013 - http://www.flickr.com/photos/77018488@N03/8569659673
    12. 12. Critical aspects of implementing ‘Flipped Learning’ 2. New Learning & Assessment approaches Image By MikeCogh – New Breed of Play Equipment - http://www.flickr.com/photos/mikecogh/5803786307/
    13. 13. Flipped Learning delivery models Individual Learning Plans Action/Project based learning Problem seeking & solving learning (Design thinking) Work-based/Situated learning Service learning Peer/Collective (Tribe/Gang) learning Professional Learning Communities /PLNs (Circles) Informal/Just-in-Time/Social/Self-organised learning Scenario-based learning Others?
    14. 14. Critical aspects of implementing ‘Flipped Learning’ 3. Learning spaces Image By Leonard Low – Teaching Commons Concept - http://www.flickr.com/photos/leonardlow/2044939613/in/photostream
    15. 15. Critical aspects of implementing ‘Flipped Learning’ 4. Open and share (collaboration - interaction) Image By: Wiki Commons – Open Access Logo and Text - https://commons.wikimedia.org/wiki/File:Open_Access_PLoS.svg
    16. 16. 5. Capturing the learning Critical aspects of implementing ‘Flipped Learning’ Image By: Vanguard Visions Consulting – Matrix Melanie - www.flickr.com/photos/77018488@N03/7307322986/
    17. 17. 6. Timetabling and tracking learning Critical aspects of implementing ‘Flipped Learning’ Image By MikeCogh – Technologies - http://www.flickr.com/photos/mikecogh/6505113183/
    18. 18. Key considerations when implementing ‘Flipped Learning’
    19. 19. Key considerations when implementing ‘Flipped Learning’ 1. Setting clear expectations Image By Wiki Commons - Advertisement for Great Expectations in All the Year Round - http://commons.wikimedia.org/wiki/File:Publicit%C3%A9_pour_Great_Expectations_dans_All_the_Year_Round.jpeg
    20. 20. Key considerations when implementing ‘Flipped Learning’ 2. Building capability vetpd.qld.gov.au/whats-happening/calendar/flipped-learning
    21. 21. Key considerations when implementing ‘Flipped Learning’ 3. Resourcing Image: 'The Anxious Type‘ - http://www.flickr.com/photos/83346641@N00/3562071888 - Found on flickrcc.net
    22. 22. Key considerations when implementing ‘Flipped Learning’ 4. Implementing policies and processes Image By Soctech – Remote Meeting Setup, Japan - http://www.flickr.com/photos/soctech/86156048/
    23. 23. FOR AND AGAINST: http://larryferlazzo.edublogs.org/2012/12/08/useful-infographic-commentary-on-flipped-classroom/
    24. 24. How are others doing this?
    25. 25. Case Study 1 Orthodontics (Dental) REASON: had to reduce number of f2f sessions SOLUTION: pre-readings and YouTube clips made available ahead of hands-on workshops CURIOUS: were not aware of Flipped Classroom notion
    26. 26. Case Study 2 More information: participationandskills.wikispaces.com/VIC87
    27. 27. Where to from here? What will you do?
    28. 28. vetpd.qld.gov.au/whats-happening/calendar/flipped-learning
    29. 29. Allison Miller 0400 732 270 allison@vanguardvisions.com.au vanguardvisionsconsulting.com.au Michael Coghlan michaelc@chariot.net.au michaelcoghlan.net