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Flipping Out: Concepts of Inverted Classrooms for Teaching and Training

Originally presented at the 2015 NASPA International Convention.

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Flipping Out: Concepts of Inverted Classrooms for Teaching and Training

  1. Flipping Out Concepts of Inverted Classrooms for Teaching and Training with Paul Gordon Brown and Susan Marine
  2. Susan Marine Assistant Professor Merrimack College Paul Gordon Brown Adjunct Faculty Merrimack College
  3. #SAflipped This session is Twitter-friendly. @paulgordonbrown
  4. Goals for this session. Participants will be able to: 1. Recall research that supports the need for new approaches to student learning and integration of technology into teaching and training programs. 2. Detail the benefits and concerns related to the use of classroom flipping concepts and digital technology in their teaching and training environments 3. Identify classroom flipping platforms and related digital tools that can be used in teaching and training and strategies for their deployment. 4. Articulate the time, resource, and human capital investments that must be made in order to create flipped learning environments.  
  5. Outline. Background Example from Teaching Example from Training Technology Q&A
  6. Background.
  7. With the traditional methods... The learning is up here!
  8. Lectures are common
  9. Structures divide the student and the teacher
  10. Technology and flipping helps break down these barriers
  11. Diverse learners and diverse learning styles are better accommodated
  12. learning becomes a co-constructed experience.
  13. What is flipping?
  14. Flipping uses class time smartly… focusing on what it is best suited for.
  16. Easiesttoreplicateonline:
  17. Hardertoreplicateonline:
  18. Harder-ertoreplicateonline:
  19. Hardesttoreplicateonline:
  20. Why flipping, why now? • Lecture technology vastly improved • Greater calls for accountability • Michigan study showed appreciable gains for students who flipped (Barrett, 2012)
  21. Problem-based learning • Flexible knowledge development • Effective problem solving • Self-directed learning skills • Collaboration skills • Intrinsic motivation (Hmelo-Silver, 2004)
  22. the catch • Student evaluations may be lower • Students learn more • Is ‘not liking it’ worth the tradeoff of better student learning?  
  23. The holy lecture: time to go? • Video lecture is as effective as in-person lecture for conveying information (Zhang, Zhou, Briggs and Nunamaker, 2006) • Students do watch the videos and come to class better prepared (DeGrazia, et al., 2012) • Shorter is better, and quizzes are essential (Toto and Nguyen, 2009)
  24. Comparison: Flip vs. Non-Flip Day and Foley (2006) found significant gains in achievement among students who watched video lectures and completed a pre-class worksheet versus the traditional in-class lecture model
  25. Example from Teaching.
  26. Flipping the Graduate Classroom ED630: Higher Education and American Society
  27. Why did we flip? • Heavy content made the course lecture heavy, often unengaging • Short time span (6 weeks) necessitated rapid ability to process information • Intro course, so setting the tone is essential • Wanted to ‘mix it up’
  28. Elements of the Flip • Pre-class lecture • Intro quiz at the beginning of each class session • Revisiting concepts after ‘instant scoring’ the quiz • Three graduated activities per class period
  29. Graduated learning example • Pre-class lecture (history, 1800-1920) • Jeopardy Game (learning/remembering) • ‘nevermore college’- applying • Democratization exercise– designing effective inclusion strategies (evaluating/ creating)
  30. Example from Training.
  31. Components of a student conduct training… • Understand the Student Code of Conduct and the Conduct Process • Be able to confront an incident successfully and write an incident report
  32. Read through the Code and be able to successfully answer a quiz Review results with your supervisor during a subsequent 1-on-1 meeting
  33. View a video of an incident. Review a sample report that highlights important components of a successful report. Write your own report. Get into groups lead by pro staff and returning RAs. Review video. Discuss the video- RA’s approach to confronting the incident. Review each other’s reports and rewrite.
  34. Behind Closed Doors
  35. Technology
  36. Blogs, Wikis, Podcasts and Facebook: How Today’s Higher Education Faculty Use Social Media 1 BLOGS, WIKIS, PODCASTS AND FACEBOOK Mike Moran Pearson Author and Chief Strategist Converseon Jeff Seaman, Ph.D. Co-Director, Babson Survey Research Group Babson College Hester Tinti-Kane Vice President of Marketing Pearson Learning Solutions A LWAY S L E A R N I N G how today’s higher education faculty use social media OCTOBER 2012
  37. Blogs and Wikis Podcasts Facebook LinkedIn Twitter 3% 4% 8% 14% 22% Faculty social media use in teaching
  38. Institutional support Time (learning or use) Lack of integration with LMS Inability to measure effectiveness Grading and assessment Separate course and personal accounts Concerns about privacy Integrity of student submissions Perceived barriers to social media use by faculty 70% 66% 63% 54% 48% 42% 37% 33%
  39. You don’t Expert have to be an
  40. it takes TIME
  41. Q&A
  42. Susan Marine Assistant Professor Merrimack College Paul Gordon Brown Adjunct Faculty Merrimack College
  43. Flipping Out Concepts of Inverted Classrooms for Teaching and Training with Paul Gordon Brown and Susan Marine

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Originally presented at the 2015 NASPA International Convention.


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