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Designing Flipped Learning Experiences

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Active learning methods are known to improve academic achievement. Flipped learning takes advantage of preparation activities to increase student engagement. But how do we approach the design of such experiences?

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Designing Flipped Learning Experiences

  1. 1. Abelardo Pardo (@abelardopardo)
 Faculty of Engineering and IT slideshare.net/abelardo_pardo Queen’sUniversityflickr.com Designing flipped learning experiences University of Edinburgh 27 April 2016
  2. 2. Designing flipped learning experiencesAbelardo Pardo 2 About me RishiSflickr.com Teaching First year engineering course Computer systems 350 students Plenary 2 hour lecture + 
 2 hour tutorial + 
 3 hour laboratory session Active learning Heavy use of technology Research Educational technology Learning analytics Data-guided feedback Naturalistic experiments
  3. 3. Designing flipped learning experiencesAbelardo Pardo 3 Istvanflickr.com The Parts The Design Examples What? Why?
  4. 4. Designing flipped learning experiencesAbelardo Pardo 4 Istvanflickr.com What? Why?
  5. 5. Designing flipped learning experiencesAbelardo Pardo 5 KreativeKewlflickr.com Flipped Learning does not exist!
  6. 6. Designing flipped learning experiencesAbelardo Pardo 6 Simple information transfer is not working Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51. Krugazorflickr.com
  7. 7. Designing flipped learning experiencesAbelardo Pardo 7 JuantanKwonflickr.com Unprecedented amount of learning opportunities:
 resources, spaces, formats, devices, etc.
  8. 8. Designing flipped learning experiencesAbelardo Pardo 8 HungarianSnowflickr.com Unlimited choices • Recorded lectures • Lecture notes • Collections of previous questions/answers • etc. More complex decision making process
  9. 9. Designing flipped learning experiencesAbelardo Pardo 9 Philhearingflickr.com Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition (pp. 282-312). New York, NY: Oxford University Press. CarstenTolkmitflickr.com Automatic Rational
  10. 10. Designing flipped learning experiencesAbelardo Pardo 10 Face to face time is very valuable InternationalMonetaryFundflickr.com
  11. 11. Designing flipped learning experiencesAbelardo Pardo 11 Felder, R. M., & Brent, R. (2009). Active Learning: An Introduction. ASQ Higher Education, 2(4). Active Learning “anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes” BrandiReddflickr.com
  12. 12. Designing flipped learning experiencesAbelardo Pardo 12 Active Learning Works
  13. 13. Designing flipped learning experiencesAbelardo Pardo 13 Istvanflickr.com The Parts What? Why?
  14. 14. Designing flipped learning experiencesAbelardo Pardo 14 -NACH-flickr.com Remembering Understanding Applying Analysing Evaluating Creating InLectureTutorial/Assignments Revised Bloom’s Taxonomy Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education. Cognitive Skills
  15. 15. Designing flipped learning experiencesAbelardo Pardo 15 -NACH-flickr.com Remembering Understanding Applying Analysing Evaluating Creating PrepareLecture/Tutorial Revised Bloom’s Taxonomy Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education. Cognitive Skills
  16. 16. Designing flipped learning experiencesAbelardo Pardo 16 ChandraMarsonoflickr.com Does it work? O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002 Indirect evidence emerging of improved academic performance and student and staff satisfaction
  17. 17. Designing flipped learning experiencesAbelardo Pardo 17 Could/Should you improve how your students learn? NicolaOsborneflickr.com Is it more work?
  18. 18. Designing flipped learning experiencesAbelardo Pardo 18 Istvanflickr.com The Parts The Design What? Why?
  19. 19. Designing flipped learning experiencesAbelardo Pardo 19 TomHawkflickr.com • Approach the design as if you were a choice architect. • Help students to make the right decisions. • Every small detail counts!
  20. 20. Designing flipped learning experiencesAbelardo Pardo 20 DanKlimkeflickr.com “Students’ reluctance to engage in class activities is not surprising if classroom exercises are passive and not consistently well designed or executed as active learning exercises that students perceive as enhancing their learning through collaboration.” (Emphasis added) White, C., Bradley, E., Martindale, J., Roy, P., Patel, K., Yoon, M., & Worden, M. K. (2014). Why are medical students 'checking out' of active learning in a new curriculum? Medical Education, 48(3), 315-324. doi:10.1111/medu.12356
  21. 21. Designing flipped learning experiencesAbelardo Pardo 21 1. Think in three spaces Towards higher order skills
  22. 22. Designing flipped learning experiencesAbelardo Pardo 22 2. Keep the outcome in mind while designing After this lecture/week
 students should… CCSUNZ2013flickr.com
  23. 23. Designing flipped learning experiencesAbelardo Pardo 23 trainingpahflickr.com 3. Design previous activities (Be Prepared!)
  24. 24. Designing flipped learning experiencesAbelardo Pardo 24 Videos* MCQ*
  25. 25. Designing flipped learning experiencesAbelardo Pardo 25 Beware of technology pushing us 
 away from rational thinking JenRflickr.com
  26. 26. Designing flipped learning experiencesAbelardo Pardo 4. Design face-to-face activities 26 hijukalflickr.com Think outside of the box
  27. 27. Designing flipped learning experiencesAbelardo Pardo 27 Istvanflickr.com The Parts The Design Examples What? Why?
  28. 28. Designing flipped learning experiencesAbelardo Pardo 28 Example 1: Engineering
  29. 29. Designing flipped learning experiencesAbelardo Pardo 29
  30. 30. Designing flipped learning experiencesAbelardo Pardo 30 Preparation
  31. 31. Designing flipped learning experiencesAbelardo Pardo 31 Preparation
  32. 32. Designing flipped learning experiencesAbelardo Pardo 32 Preparation: Summative assessment
  33. 33. Designing flipped learning experiencesAbelardo Pardo 33 Example 2: Professional Practice of Radiography (PG). A/Prof. Mark McEntee “The interactive quizzes during class are excellent” 
 “I love the quizzes” ‘Learning was supported by useful electronic learning resources’ Agreement increased from 78% to 98%
  34. 34. Designing flipped learning experiencesAbelardo Pardo 34
  35. 35. Designing flipped learning experiencesAbelardo Pardo 35 In class activities
  36. 36. Designing flipped learning experiencesAbelardo Pardo 36 Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/ Used in large classes
  37. 37. Designing flipped learning experiencesAbelardo Pardo 37 1.Use the theatre areas (five) 2.Assign an identifier to each area 3.Assign a digital gate to each area 4.Show input values. Students raise hand if output is 1 5.Acknowledge the fastest area in the theatre 6.Repeat from step 3 changing the assignments Outcome: Understand how digital gates work
  38. 38. Designing flipped learning experiencesAbelardo Pardo 38 A word on feedback 1.Increased student engagement, increased feedback. 2.Sustained participation in activities, sustained feedback. 3.Maintain the dialogue
  39. 39. Designing flipped learning experiencesAbelardo Pardo 39 1.Active learning works 2.Start gradually (one topic) but aim big (whole course) 3.Identify the spaces in which learning occurs 4.Be creative. Design useful resources for the students 5.Make the most of the face-to-face time 6.Provide frequent feedback about progress SeanDreilingerflickr.com
  40. 40. Designing flipped learning experiencesAbelardo Pardo 40 Flip your classroom
 Where to start bit.ly/youflip
  41. 41. Abelardo Pardo (@abelardopardo)
 Faculty of Engineering and IT slideshare.net/abelardo_pardo Queen’sUniversityflickr.com Designing flipped learning experiences University of Edinburgh 27 April 2016

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