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Cooperative Micro	Flip Teaching
María Luisa Sein-Echaluce
mlsein@unizar.es
Ángel Fidalgo
angel.fidalgo@upm.es
Miguel Ángel...
• A	study	of	the	resources	that	students	create	for	each	of	
the	situation,	which	generates	a	continuous	knowledge.	It	
in...
CLASSROOM
HOME
1
1
2
2
CLASSIC	MODEL FLIP	TEACHING		MODEL
LESSONS	IN	THE	CLASS
HOMEWORK
ACTIVITIES	IN	THE	CLASS
LESSONS	AT...
RESOURCES	CREATED	
BY	STUDENTS	OF	THE	
FIRST	YEAR.	2014-2015	
ACADEMIC	YEAR
ACTIVITY	AT	HOME
VIDEOS SUPPLEMENTARY	
MATERIA...
VIDEO
QUESTIONNAIRE ABOUT	THE	
VIDEO
SUPPLEMENTARY	MATERIAL
DOUBTS	FORUM,	COMMENTS	
AND	REFLECTIONS	ABOUT	VIDEO	
AND	INDIV...
Results.	Resources	generated	by	students
Results.	 Students’	perception	of	the	use	of	the	resources	(I)
Results.	Students’	perception	of	the	use	of	the	resources	(II)
Students’	perception	of	the	use	of	the	(III)
• It	has	shown	the	organization	of	resources	created	by	students	in	
order	to	used	them	for	students	of	other	degrees	thro...
Cooperative Micro	Flip Teaching
María Luisa Sein-Echaluce
mlsein@unizar.es
Ángel Fidalgo
angel.fidalgo@upm.es
Miguel Ángel...
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Cooperative Micro Flip Teaching

HCI International 2016
Toronto, Canadá, 17-22 july 2016

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Cooperative Micro Flip Teaching

  1. 1. Cooperative Micro Flip Teaching María Luisa Sein-Echaluce mlsein@unizar.es Ángel Fidalgo angel.fidalgo@upm.es Miguel Ángel Conde miguel.conde@unileon.es Francisco José García-Peñalvo fgarcia@usal.es
  2. 2. • A study of the resources that students create for each of the situation, which generates a continuous knowledge. It includes its format, scope and usefulness • Identification, study and analysis of the learning activities where the created resources may be involved. Besides, there are activities that integrate both faculty’s resources and students’ resources • A qualitative study of the students’ perception about the learning improvement throughout the use of the generated resources • A qualitative study of the willingness to share their learning resources with others peers The research done with this experience contributes with
  3. 3. CLASSROOM HOME 1 1 2 2 CLASSIC MODEL FLIP TEACHING MODEL LESSONS IN THE CLASS HOMEWORK ACTIVITIES IN THE CLASS LESSONS AT HOME
  4. 4. RESOURCES CREATED BY STUDENTS OF THE FIRST YEAR. 2014-2015 ACADEMIC YEAR ACTIVITY AT HOME VIDEOS SUPPLEMENTARY MATERIAL BINDING ACTIVITY ACTIVITY IN THE CLASSROOM RESOURCES USED BY THE STUDENTS OF THE FIRST YEAR. 2015-2016 ACADEMIC YEAR Programming Fundamentals subject. First year of the Biotechnology degree. Technical University of Madrid. 60 student. Informatics and Programming. First year of the Engineer of Energy degree. Technical University of Madrid. Model applied on experience BRACO
  5. 5. VIDEO QUESTIONNAIRE ABOUT THE VIDEO SUPPLEMENTARY MATERIAL DOUBTS FORUM, COMMENTS AND REFLECTIONS ABOUT VIDEO AND INDIVIDUAL ACTIVITYINDIVIDUAL ACTIVITY SET OF WORKS BY STUDENTS WORKS AS DIDACTIC RESOURCE MINI MASTER LECTURE COOPERATIVE WORK ACTIVITY IN THE CLASSROOM ACTIVITY AT HOME BINDING ACTIVITY INSIDE THE CLASSROOM ACTIVITY OUTSIDE THE CLASSROOM ACTIVITY Micro Flip Teaching Model
  6. 6. Results. Resources generated by students
  7. 7. Results. Students’ perception of the use of the resources (I)
  8. 8. Results. Students’ perception of the use of the resources (II)
  9. 9. Students’ perception of the use of the (III)
  10. 10. • It has shown the organization of resources created by students in order to used them for students of other degrees throughout the Micro Flip Teaching method, including both individuals and grouping activities in which ones the resources are useful and suitable • The students have a positive perception regarding the effect of the use of these resources in their learning • Moreover, other important contribution of the research done is the students’ good willingness to share the created resources, but still it is necessary to work to improve it • This method is easily transferable to any subject regardless of the discipline taught. In addition, it can be used in a timely manner in those parts of the subject where students have poorer academic results or there will be more complex topics Conclusions
  11. 11. Cooperative Micro Flip Teaching María Luisa Sein-Echaluce mlsein@unizar.es Ángel Fidalgo angel.fidalgo@upm.es Miguel Ángel Conde miguel.conde@unileon.es Francisco José García-Peñalvo fgarcia@usal.es

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