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Flipped Learning Model

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The Flipped Learning Model, as explained by Jo Kori, UK Learning Consultant for Tata Interactive Systems (TIS) on the 29th and 30th Jan at the Learning Technologies 2013 event in UK.

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Flipped Learning Model

  1. 1. Jo Kori BA (Oxon) MA RCA UK Learning Consultant Tata Interactive SystemsFlip your training!
  2. 2. Pedagogical research means finding out moreabout how learning takes place so that educatorscan direct their energies into approaches which aremore likely to be successful.
  3. 3. Pedagogical research means finding out moreabout how learning takes place so that educatorscan direct their energies into approaches which aremore likely to be successful.Learning models provide educators with anorganised system for creating an appropriatelearning environment, and planning instructionalactivities.
  4. 4. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats]LIVE EXPERIENCE
  5. 5. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats] 2 Experiential engagement [e.g. Hands on activities; Games; Online chats; Experiments]LIVE EXPERIENCE
  6. 6. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats] 2 Experiential engagement [e.g. Hands on activities; Games; Online chats; Experiments] 3 Demonstration and application [e.g. Through personalised projects and presentations]LIVE EXPERIENCE
  7. 7. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats] 4 Reflection/Evaluation 2 Experiential engagement [e.g. Blogging; Reflective [e.g. Hands on activities; Games;Podcasts; Reflective vodcasts] Online chats; Experiments] 3 Demonstration and application [e.g. Through personalised projects and presentations] LIVE EXPERIENCE
  8. 8. “Our current 18 year old students have not known life without the internet, and donot see technology as something separate from their lives, nor from learning.” University of Wolverhampton
  9. 9. What is flipped learning? Why apply it to training?
  10. 10. The Traditional Classroom The Flipped ClassroomThe teacher’s role: Sage on the Stage The teacher’s role: Guide on the Side LECTURE TODAY ACTIVITY TODAY Homework WATCH Reading and questions due tomorrow Lecture online tonight! INVERSION
  11. 11. The Traditional Classroom The Flipped ClassroomThe teacher’s role: Sage on the Stage The teacher’s role: Guide on the Side LECTURE TODAY ACTIVITY TODAY Homework WATCH Reading and questions due tomorrow Lecture online tonight! INVERSION
  12. 12. The Traditional Classroom The Flipped ClassroomThe teacher’s role: Sage on the Stage The teacher’s role: Guide on the Side LECTURE TODAY ACTIVITY TODAY Homework WATCH Reading and questions due tomorrow Lecture online tonight! INVERSION
  13. 13. WHAT FLIPPED LEARNING DOES Students watch lectures and access online information at home at their own pace, communicating with peers and teachers via online discussions Concept engagement takes place in the classroom with the help of the instructor
  14. 14. WHAT FLIPPED LEARNING DOES Students watch lectures and access online information at home at their own pace, communicating with peers and teachers via online discussions Concept engagement takes place in the classroom with the help of the instructor
  15. 15. Factors driving theincreased adoptionof the flippedlearning modelwithin education
  16. 16. Poor learningoutcomes
  17. 17. Prevalence ofonline video
  18. 18. Prevalence ofonline videoAdults who have viewed an online educational video2007 15% of internet users2010 30% of internet users
  19. 19. Training example
  20. 20. Training example3 stages of training
  21. 21. Training example3 stages of trainingEach stage of increasing complexity and challengesunderstanding of core concepts
  22. 22. Training example3 stages of trainingEach stage of increasing complexity and challengesunderstanding of core conceptsInternal accreditation for each level
  23. 23. Training example3 stages of trainingEach stage of increasing complexity and challengesunderstanding of core conceptsInternal accreditation for each levelTraining to take place over a 6-9 month period
  24. 24. Training example3 stages of trainingEach stage of increasing complexity and challengesunderstanding of core conceptsInternal accreditation for each levelTraining to take place over a 6-9 month periodEmployees will be out in the field during that time
  25. 25. Solution ingredients
  26. 26. Solution ingredientsMobile learning
  27. 27. Solution ingredientsMobile learningOnline interactive learning elements
  28. 28. Solution ingredientsMobile learningOnline interactive learning elementsVirtual classroom
  29. 29. Solution ingredientsMobile learningOnline interactive learning elementsVirtual classroomVLE posts and social communication
  30. 30. Solution ingredientsMobile learningOnline interactive learning elementsVirtual classroomVLE posts and social communication
  31. 31. A THEORETICAL FRAMEWORK
  32. 32. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats] 4 Reflection/Evaluation 2 Experiential engagement [e.g. Blogging; Reflective [e.g. Hands on activities; Games;Podcasts; Reflective vodcasts] Online chats; Experiments] 3 Demonstration and application [e.g. Through personalised projects and presentations] LIVE EXPERIENCE
  33. 33. 1 Information/concept explorationTraining example Pedagogic levelLearning assets created Level 1/2Stage 1 core concepts are created as m-learning Ask the learner to reflectnuggets and are infographic in style back the core information they have been deliveredLearning anytime, anywhereEmployees can access the m-learning nuggets whereverthey are and as many times as they likeIf they don’t have phone access, they can access thelearning nuggets through the LMSEmployees are asked to keep a ‘learning journal’ to notedown their use of these core concepts when out in thefield
  34. 34. 2 Experiential engagementTraining example Pedagogic levelEmbedded learning Level 3/4After 3-6 months employees are given online access to Learners need to showStage 2 simulations where their responses are evaluated evidence of embeddedwithin a number of different parameters and feedback is knowledge and the abilitygiven to apply core knowledgeThe employee should be able to see how their learningjournal is useful in helping them understand how the coreconcepts are embedded within their practice
  35. 35. 3 Demonstration and applicationTraining example Pedagogic levelExtended learning Level 5/6After 6-9 months employees are given online access to There should be a moreStage 3 complex scenarios/dilemmas sophisticated and personalised applicationA group of employees visit the first stage of a of knowledge - learnersscenario/dilemma through the VLE and are asked to post can, in sometheir response/what they would do next subjects, problem-solve complex situations andAfter a period of time another stage is posted on the VLE dilemmasand a response asked for, and so on
  36. 36. 4 Reflection / EvaluationTraining example Pedagogic levelReflection Level 7Employees are encouraged to share similar experiences Some learners will movewith peers (their learning journal will help with this), or up to Level 7, whichreflect on what they have been through involves debate and thought processesThe emphasis is less on just ‘getting it right’ and more on a beyond the establishedsharing a mature learning experience system of knowledge – in some cases, evidence of thought leadership
  37. 37. ANY QUESTIONS?Visit Tata Interactive Systems at Stand 39

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