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Technology and classroom

how information technology reshapes the landscape of education

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Technology and classroom

  1. 1. Technology & Classroom: MOOCs, Flipped Classroom, and Micro-lecture Wu Heping Northwest Normal University Chongqing, 2015
  2. 2. Part1 Before we start…. How many of you have taught online previously? How many of you have taken an online course? Not just a MOOC? Of those who have taught online, how many have taught synchronously? How many of you have designed an online course?
  3. 3. Part1 Rip van Winkle and Classroom  Rip Van Winkle awakens in the 21st century after a hundred year snooze and is of course utterly bewildered by what he sees’. ‘Every place Rip goes just baffles him. But when finally he walks into a schoolroom, the old man knows exactly where he is.  “This is a school”, he declares.
  4. 4. Part1 Evolution of learning
  5. 5. Technology reshapes the landscape of education  The proliferation of social media and technology has fundamentally changed the way educators teach, how students learn, and the way teachers and students communicate.
  6. 6. MOOCs1 Flipped Classroom2 Micro-lecture3 目 录 C O N T E N T S
  7. 7. MOOCs1 Flipped Classroom2 Micro-lecture3 目 录 C O N T E N T S
  8. 8. Overview What is MOOC? History of MOOCs Types of MOOCs Pros and Cons of MOOCs MOOCs resources How far will MOOC go?
  9. 9. What is a MOOC?  Massive Student numbers can be 100,000 +  Open Study any course, anywhere at any time  Online As opposed to face-to-face or blended  Course Learning units in an academic subject
  10. 10. History of MOOCs
  11. 11. Types of MOOCs cMOOCs • Based on a Connectivist Learning Theory • Knowledge / content is generated by teachers, students and multiple others. sMOOCs •Standard MOOCs •Behaviorist learning theory •some cognitive components •some constructivist components. •Coursera xMOOCs • excellence, external outreach, exploration, experimentation and expansion • edX • MITx
  12. 12. Pros and cons of MOOCs Pros  Students help from and to outsiders, learn from world experts Learn for free what they may not have access to  University Marketing the university and its courses and faculty Cons  Students Less contact with instructor less interactive high dropout rate  University Requires investment - faculty time, resources Competition between universities
  13. 13. MOOCs resources
  14. 14. How far Will MOOCs go?  There is a lot of hype and no one is quite sure what impact they will have on the future of education.  MOOCs can potentially disrupt the traditional educational landscape.
  15. 15. Find ways to satisfy employers Learning and identity issues How far will MOOCs go? Will have to find ways to monetize This is possible and Coursera is already doing it Teachers will have to change the way that they teach Can’t just record a lecture and put it online First question concerns what constitutes success Become self- sustaining whilst delivering a quality education valued by students and employers?
  16. 16. MOOCs1 Flipped Classroom2 Micro-lecture3 C O N T E N T S
  17. 17. What is flipped classroom? Why is classroom flipped? How do we flip the classroom?
  18. 18. What?
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  23. 23. Why?
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  25. 25.
  26. 26. HOW?
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  28. 28. Components: four big parts  Learning goal and meaning of the Flipped Classroom needs to be shared with.  Online sources are shared. To be viewed/understood (cfr homework/reflection – computer available?)  In-class: groupwork, focus on content, understanding, difficulties, project. Peer and teacher feedback.  Evaluation of the process by all. 1. Learning goal FC 2. Pre-class: sources (homework) 3. Class: groupwork & understanding 4. Post-class: evaluation
  29. 29. Process  Use video and sources from others  Record your own video or audio/slides  Ask students to locate sources  Let students make online sources (for others)
  30. 30. MOOCs1 Flipped Classroom2 Micro-lecture3 目 录 C O N T E N T S
  31. 31. What?
  32. 32. Part1 What is microlecture? A focossed lecture delivered in ONE minute. •Brief •Sharable online.
  33. 33. Part1 What can we do with micro-lectures  Give your learners a brief overview of the content with key concepts.  Demonstrate a single problem solving procedure or give a step-by-step instruction.  Make attractive introduction to a learning topic and its objectives with personal touch and thus raise awareness and curiosity of your learners.
  34. 34. Why?
  35. 35. Part1 Why micro-lectures?  Time visualization multi-platform  a great variety of devices
  36. 36. Part1 Why microlectures? Self-directed learning Self-paced learning Support flipped classroom
  37. 37. How?
  38. 38. How to Create a One-Minute Lecture Step #1: List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture.
  39. 39. How to Create a One-Minute Lecture Step #2: Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts.
  40. 40. How to Create a One-Minute Lecture Step #3: Record these three elements using a microphone and Web camera The finished product should be 60 seconds to three minutes long.
  41. 41. How to Create a One-Minute Lecture Step #4: Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material.
  42. 42. How to Create a One-Minute Lecture Step #5: Upload the video and assignment to your course- management software.
  43. 43. List key concepts Write what to say Record with camera and microphone Design an assignment Share the lecture online