This information was presented by Marcio Oliveira at the 2014 North American Society for the Psychology of Sport and Physical Activity as part of the symposium "Motor Development in Higher Education: The Digital Revolution in Teaching & Learning". The symposium was organized by Casey M. Breslin, Pam Haibach, and Marcio Oliveira.

1. Making learning Motor Development
MARCIO A. OLIVEIRA
Assistant Dean for Educational Innovation & Technology
School of Public Health, University of Maryland
marcio@umd.edu Co-Active coach – by CTI
Member of ICPA

2. Making learning Un-Googleable
21st Century Pedagogy that will Transform Education
"I have never let my schooling
interfere with my education.”
Mark Twain
Born: Samuel Langhorne Clemens
November 30, 1835 - Florida, Missouri, U.S.
Died April 21, 1910 (aged 74)
Redding, Connecticut, U.S.

3. educational transformation

5. How universities can find
innovative, less costly ways of
performing their valuable functions
and save themselves from decline.
“30 years from now the big university campuses will be relics”
(Peter Druker)

6. How teaching & learning would be?

7. Let’sAmazonEducation!

8. Learningtechnologies

10. Future Directions

11. it is time to Netflix education
we need a new educational - business modelwe need a new educational - business model

12. create new ways to teach …

13. Alphabet Soup of Teaching Environments

14. it may be a good time to FLIP !

15. Innovate and …

16. Closingtheloop
What is the
flipped classroom?

17. pre online assignment
• Watch video tutorials
• Complete a quiz
 Inform
 summarize
 assess
 question

18. In class dialogue  Ask
 practice | experience
 create and solve problems
 challenge

19. Principle#1
If my students can Google the answers,
then I am asking the wrong questions.

20. Principle#2
learning happens in my
students’ minds

21. Principle#3
“Teaching is leading students into a situation in
which they can only escape by thinking”

22. principle # 4
Information anywhere, anyone, anytime
Learning Abundance

23. Information…

24. Explore different ways to delivery information
Difference between Basic tutorials and class updates

25. Face to face time
 open environment created by us
in real time.
 Ungoogleable session
 It take forms that I have not yet
imagined
created
INFORMATIONINFORMATION critiqued
revisited
managed

26. Teaching Assistants
 Experiential / Active Learning - Labs
 In class –tweeted questions
 Additional source of learning
 Mediate and monitor online collaborations

27. Benefits of learning
technologies
 Personalized learning – different levels
 Accessibility and collaboration
 Competency based assignments / course
 Peer assessment / learning – develop questions in class

28. best practices…
 Do not simply digitize your lectures
 Be transparent with your students
 Be willing to take risks and give up control
 F2F time - be ungoogleable !

29. 10 Lessons I Have Learned by Flipping My Class
1. Flip your classroom only if it en-
hances students’ le arni ng.
There are many reasons why you
would want to blend face-to-face time
and online course activities. However,
the major reason and perhaps the only
one should be that this integrated ap-
proach can help increase students’
learning opportunities.
2. Flip your class and be willing to
flip your mind.
One of the biggest challenges in
implementing new strategies to flip a
class is to reassess your role as an in-
structor. Students can learn both with
and without a teacher’s physical pres--
ence. When the teacher moves the lec-
ture online, his/her role in teaching
also shifts. To flip a class, you will not
only redesign your teaching methods,
but you will also need to redefine your
role as an instructor.
3. Employing e-learning tools is
great but only supplementary in
teaching.
You should not implement an e-
learning tool just because it is new or it
can save you some lecturing time.
Technology-based materials are great
only if: a) they extend and enrich your
face-to-face teaching, and b) they en-
hance students’ engagement and learn--
ing outcomes. In addition, keep in
mind that technology may not always
work when it is needed. Therefore,
having a backup plan is always good.
It is important to be flexible with
your plans and be prepared for tech-
nical problems.
4. Be dedicated and patient: the
additional time and efforts will pay
off.
You may be concerned that flip-
ping a class will take too much prep-
aration time, and that you don’t have
a strong incentive to give it a try. In
my case, all the additional time and
efforts that I had put into flipping my
classroom paid off very quickly in
the first weeks of my blended course.
Among several benefits, the most
rewarding outcome was my students’
positive response. Be confident that
the majority of your students will
eventually love what you are doing.
Most of them will enjoy being part of
a blended learning experience and
trying out new ways to learn. They
will know that you flip the classroom
just because you care about their
learning and success.
5. Be creative and open-minded –
Take some risks.
There are infinite ways to learn. I
would encourage you to be as crea-
tive as you can when you design your
flipped course. Think outside the
box, and jot down all possible ideas.
10 Lessons I Have Learned by Flipping My Class
By Marcio A. Oliveira, Ph.D., Assistant Dean for Educational Innovation, School of Public Health
Center for Teaching Excellence
Volume 22, Number 7, November 29 2012
Teaching & Learning News
Dr. Marcio Oliveira is a
Research Assistant Profes-
sor at the Department of
Kinesiology. He is also the
Assistant Dean for Educa-
tional Innovation of the
School of Public Health.
Oliveira was selected to
participate in a campus ini-
tiative to develop innova-
tive blended learning op-
portunities for students. His
current core Kinesiology
course (KNES 370: Motor
Development) is part of the
Fall 2012 Blended Initia-
tive. Oliveira's research fo-
cuses on the developmental
changes in the mirror neu-
ron system (MNS).
http://blog.umd.edu/cte/files/2012/12/Flipped-Class-10-Lessons.pdf
What have I learned ?

30. 1. Flip your classroom ONLY if it enhances students’ learning.
2. Flip your class, and be willing to flip your mind.
3. Employing e-learning tools is great, but secondary teaching.
4. Be dedicated and patient: Additional time and efforts will pay off.
5. Be creative and open-minded – Take some risks.
6. Be mindful and programmatic – Take one step at a time.
7. Optimize your learning spaces (online and F2F).
8. A successful course requires good management.
9. Be transparent: tell your students why you flip your course.
10. Be an Un-Googleable teacher.
10 Lessons I Have Learned by Flipping My Class
10 Lessons I Have Learned by Flipping My Class

31. How can I make the best of my F2F time?
Discovery session
•Who are your students? What should I know about them? What inspires
them?
•What do they know already about the area that you are teaching?
•What are there past experiences? How do these experiences relate to the
course topic, area of study?
What are their professional careers perspectives? Select a career path and
relate this professional perspective with every single course assignments.

32. How can I make the best of my F2F time?
Design your course alliance
– What are the necessary agreements that have to be made?
– Define what is success on this course
– There is not right and/or wrong >> Learning is the focus
– What are the necessary skills needed for this course?
– Permission to intrude = to be inquisitive and critical
– Importance of keeping on task and meeting the course
deadlines
– Who has the learning responsibility?

33. How can I make the best of my F2F time?
Discuss the critical values of the course – specifically for the F2F
time
– Respect | Trust | Fun | Integrity | Commitment | Authenticity
Work on conflicting topics related to the course
Review your assessment tools (they should not be content
oriented, but context and competency-based

34. What kind of activities
do you do in f2f?
1. Address students questions - some of them are sent to me prior to the
f2f section
2. introduce a real-life context in which the content will be closely applied
( ex. clinical case or typical scenario)
3. ask the students challenging (deeper) questions about concepts and
how they relate with this real-life context
4. present to the students new questions that:
a) reinforce critical concepts and,
b) further their understanding and brings meaning to their knowledge.

35. Your professional experience can trigger curiosity
and inspire learning
Your class time is an oasis in the desert

36. Student’s reactions to new methodologies
What metrics are being applied to assess student
learning outcomes using the flipped classroom
model of learning versus the traditional classroom
model of learning?
Is there sufficient data to assess the effectiveness
of the flipped classroom?

37. Student’s reactions to new methodologies
What metrics are being applied to assess student
learning outcomes using the flipped classroom
model of learning versus the traditional classroom
model of learning?
Is there sufficient data to assess the effectiveness of
the flipped classroom?

40. Marcio A. Oliveira, Ph.D.Marcio A. Oliveira, Ph.D.
Assistant Dean for Educational Innovation
School of Public Health - UMD
marcio@umd.edu