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Flipping the Learning Model and Makerspaces

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The flipped classroom has been used in different ways for the past decade in education, and more recently, the idea of flipping professional development has been experimented with at schools and in corporate training. In both cases, the idea is to rethink what we want to spend our time with in face-to-face sessions and how can we move learning before & after those sessions to be more self-directed. This presentation was paired with a makerspaces session and included an exercise to flip the learning model. Attendees were asked a DIY activity before the face-to-face session.

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Flipping the Learning Model and Makerspaces

  1. 1. Flipping the Learning Model Kenneth Ronkowitz New Jersey Institute of Technology
  2. 2. The flipped classroom has been used in different ways for the past decade in education. More recently, the idea of flipping professional development has been experimented at schools and in corporate training. In both cases, the idea is to rethink what we want to spend our time with in face-to-face sessions and how can we move learning before & after those sessions to be more self-directed. Flipping the Learning Model
  3. 3. “Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides learners as they apply concepts and engage creatively in the subject matter.” Flipped Learning Network flippedlearning.org The flipped model is not entirely new.
  4. 4. Is this a totally new idea? I am flipping our classroom. I am calling it “homework.” Is that really what it is?
  5. 5. Homework is generally practice without guidance. In flipped models, the practice occurs in the classroom WITH guidance and resources. Outside of the classroom, time is spent on preparation for the F2F time and later on extensions to the learning.
  6. 6. Flipped History in education  Eric Mazur developed peer instruction in the 1990s. He found that computer-aided instruction allowed him to coach instead of lecture.  In 1993, King published "From Sage on the Stage to Guide on the Side“ in College Teaching  Lage, Platt and Treglia publish "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment" in 2000.  Baker presents a flipped model, "The classroom flip: using web course management tools to become the guide by the side" at the 11th International Conference on College Teaching and Learning, 2000.
  7. 7. “About 80% of learning is informal rather than professionally planned.” (Allen Tough, 1999) We have all experienced the thrill of a serendipitous discovery as we look for one thing but stumble across something else of value to us. According to Bowles (2004), serendipitous learning recognizes that the human search for knowledge may occur by chance, or as a by-product of the main task. There are no predetermined goals associated with serendipitous learning (King et al, 2001). Learning goals tend to be more personal as the learning often takes place outside of a formal learning environment. Knowledge retention as a result of serendipitous learning tends to be high, because motivation remains with the learner. www.serendipity35.net
  8. 8. Flipped Learning emerged from a number of other teaching, learning and training trends.
  9. 9. online learning DIY makerspaces blended & hybrid learning virtual work/employees Globalization MOOC coaching mentoring compliance training informal learning just-in-time learning flipped classroom Mentoring Upskilling Personal Learning Networks Communities of Learning/Practice
  10. 10. “lectures” outside of the classroom What is this lecture of which you speak? The Influence of the Internet and Online Learning
  11. 11. Teacher As Student http://chronicle.com/blogs/wiredcampus/whos-taking-moocs-teachers/56305
  12. 12. Adding Pre and Post professional learning and professional development PRE Self-paced Student- centered Often Online F2F Group Practice Collaborative Interpersonal Follow-up Online or F2F Group or 1:1
  13. 13. Challenges in Traditional Professional Learning education or training Large group PL time is often spent covering new technology tools and processes or new curriculum programs and strategies. 1. Experience –everyone comes with a different set of experiences and skills making it difficult to ensure that everyone can fit the information into the context of their experience. 2. Time – not being given an effective amount of time to practice what you have learned 3. Follow-Through – Most traditional PL opportunities come in a one-day package, but the most effective PL is ongoing. http://blogs.techsmith.com/for-educators/flipped-professional-development/
  14. 14. Virtual practice is as effective as, or better than, real-life practice. * though real-life practice can’t be eliminated Waller, Hunt, Knapp (1998). Rose, Attree, Brooks, Parlsow, Penn (2000). Sorita et al. (2012).
  15. 15. Do the learners need knowledge, coaching or practice? (or just access to resources) Teachers, Facilitators or Experts?
  16. 16. Dry & Wet Labs
  17. 17. International School at Dundee, Old Greenwich, CT http://www.greenwichtime.com/local/article/School-libraries-not-what-they-used-to-be-6054503.php The library – now called the "learning commons" - offers teaching spaces often incorporating outside programs and STEM activities all while keeping the elements of a traditional library or media center. The 3D printer in the "maker space" area where students create CAD designs to print with a 3D printer
  18. 18. KELLER CENTER MAKER SPACE – Princeton University Students from all across campus have the opportunity to engage in the Maker Space. The Rules of Engagement Hours of Operation 7 a.m. to 2 a.m. Students shall be granted access to the Maker Space only after they have taken a training session facilitated by a representative from either the Maker Collective and/or the 3D Printing Club. Training topics will include but are not limited to: Universal Safety Soldering Safety Power Tool Safety Equipment Usage Materials Consumption and Organization
  19. 19. What happens if they don’t do the pre-work? Yes, but…
  20. 20. Exercise information at web.njit.edu/~ronkowit/presentations/cen/
  21. 21. The Principles Behind Your Experiments 1. What did you learn from your experiments? 2. What materials made the greatest improvement in sound? 3. What is more important: volume or sound quality? 4. How would you define "sound quality?" 5. What additional equipment or learning would be necessary for you to go further with this experiment? 6. How might you use this exercise (or a similar one) in your classroom?
  22. 22. Going Deeper • The most common applications of this exercise in a classroom would be for mathematics and physics. • http://greenmountainaudio.com/speaker-math-and-physics/ • http://www.loudspeakerbuilding.com/Practical-guide/Basic- Physics/10147,en • For example, if we look at the horn loudspeaker design, we learn that what horns do is to narrow the propagation of sound produced by the loudspeaker. Conventional loudspeakers propagate a lot of sound up, down, left, right, etc. in relation to the strong axis of the cone. Horns concentrate the sound along the axis, which is therefore louder for the listener (if she is not located extremely to the side). That's why a cheerleader or an emergency vehicle would use the shape. • Horns are better matching acoustical impedances of the source of the sound and the load (air). • Another discussion might be the difference between designing an enclosure for your phone rather than one that will hold an external speaker. Should the shapes be different? Are there different audio principles at work?
  23. 23. The design studio approach to learning offers a rich learning environment, a voyage of discovery and growth where discrete disciplines are synthesized in the design process. The studio approach emphasizes student initiative and casts the instructors in the role of coaches and mentors. NJSOA http://architecture.njit.edu
  24. 24. flipped learning is less about when we learn and more about how we learn
  25. 25. Contact @ronkowitz EdTech blog serendipity35.net ronkowitz@njit.edu exercise: https://web.njit.edu/~ronkowit/presentations/cen/ slides: http://www.slideshare.net/ronko4/presentations

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