1.
Scott Stantis from The Chicago Tribune 2010
Who is your
target?
How do you
reach
them?

2.
2
What Do Teachers Know
about Content Delivery
That You Don’t?
CHUNKING
F L I P P I G
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

3.
Teaching multigenerational
students is like marketing to
consumers of all ages
DELIVERING CONTENT BASED ON THEIR LEARNING STYLES
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

4.
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

5.
Learning Styles, Formats & Activities
Baby Boomers
(1946-1964)
Age 50 to 68
Instructor-guided &
lecture
Linear content, print
material & notes
Tactile learning & role
playing
Gen X
(1965-1980)
Age 34 to 49
Interactive & flexible
learning
Linear content,
PowerPoint &
index/TOC
Real-world examples &
case studies
Gen Y
(1981-2000)
Age 14 to 33
Customized and
informal learning
Non-linear from various
resources
Social interaction &
multitasking
Gen Z
(After 2001)
Age 13 & under
Flexible learning & the
“Net”
Bite-sized, visual
stimulation in digital
format
Video game-like
learning & multitasking
Sources: The Six Living Generations In America (J. Novak), Generation X,Y,Z and the Others (W. Schroer) and Generations 2010 (Pew Research Center)
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

6.
“Students’ Attention Span” by Daniel Lim
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

7.
Honey, who shrunk our kids’
attention span?
I N S T E A D O F B L AMI N G T H E T E C H N O LO GY, L E T ’ S T RY TO
EMBRACE IT
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

8.
Flipping & Chunking
CONTENT DELIVERY STRATEGIES THAT WE CAN BORROW FROM
TEACHERS
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

9.
Flipped learning
DELIVERY THE CONTENT OUTSIDE THE MEETING TIME AND
ALLOW USERS TO PROCESS IT AT THEIR OWN PACE
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

10.
Using live tweets to collect
information
LET YOUR STUDENTS TELL YOU HOW WELL THEY ARE LEARNING
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

11.
“Flipping the Classroom - Simply Speaking”
Twe e t a b o u t t h e v i d e o u s i n g #T IE12

12.
Sources: http://youtu.be/4a7NbUIr_iQ
EVELYN LI | EVELYN.LI@UWC.EDU | @ELI2884 | #TIE12

13.
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

14.
Characteristics of Flipped Learning
Content is delivered outside meeting time
Content is presented in different formats
Content has specific learning objectives
Discussion is led by students in class
Technology is used to assess learning
Contents is modified based on learning outcomes
E v e l y n L i | e v e l y n . l i @ u w c . e d u | @ e l i 2 8 8 4 | # T I E 1 2

15.
“Shall we play a game?”
QUICK, WHICH MOVIE WAS THIS FROM?
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

16.
4147102120141535
WHAT COMES TO MIND? NOW TRY TO MEMORIZE THEM.
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

17.
We just chunked the digits into
meaningful & manageable
size bits
RETAINING INFORMATION THROUGH A PROGRESSIVE LEARNING
PROCESS
EVELYN LI | EVELYN.LI@UWC.EDU | @ELI2884 | #TIE12

18.
Web Users Don’t Read. They Scan.
Sources: F-Shaped Pattern For Reading Web Content (Jakob Nielsen, 2006)
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

19.
I have sent a Doodle with the session options. Please indicate the times that you would be
willing to teach. Once complete, I will let you know what session/sessions you will teach. Our
session spaces are limited, so please let me know of your availability as soon as possible. I
would like to send you a time confirmation by the end of next week. In the past, instructors
have provided a title and a description for their class. This information is shared with the
students in the registration form. They are asked their preferences and are divided up
accordingly. Below is an example from a class that professor Johnson has taught:
Go with the Flow!
Think that all you have to do to get water is turn on the tap? Think again! Come learn how the
rocks and sediments beneath your feet transport water below the ground. You and your
labmates will also get the chance to design and construct your own groundwater aquifer and
groundwater barrier to study how to keep our water safe from contamination.
As you begin to think of your lesson plan, please send me the title and description that you
would like to share with the students. If you have any questions, please let me know. Thank
you, again, for your interest in this event!
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

20.
DOODLE. I have sent a Doodle with the session options. Please indicate the times that you would be
willing to teach. Once complete, I will let you know what session/sessions you will teach. Our session
spaces are limited, so please let me know of your availability as soon as possible. I would like to send you
a time confirmation by the end of next week.
TITLE AND DESCRIPTION. In the past, instructors have provided a title and a description for their class.
This information is shared with the students in the registration form. They are asked their preferences
and are divided up accordingly. Below is an example from a class that professor Johnson has taught:
Go with the Flow!
Think that all you have to do to get water is turn on the tap? Think again! Come learn how the rocks
and sediments beneath your feet transport water below the ground. You and your labmates will also
get the chance to design and construct your own groundwater aquifer and groundwater barrier to
study how to keep our water safe from contamination.
As you begin to think of your lesson plan, please send me the title and description that you would like to
share with the students.
If you have any questions, please let me know. Thank you, again, for your interest
in this event!
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

21.
How to Chunk It Right
Break information into groups
Prioritize information
Use meaningful headings
Summarize with a short phrase
Use simpler & common words
Use lists, tables or images
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

22.
Through flipping and chunking, we
can successfully deliver our
content
IN ADDITION, TAKE GENERATIONAL LEARNING STYLES INTO
ACCOUNT
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

23.
[Any] Content Delivery Best Practices
Make it easy to access
Section your content with keyword-rich headings
Understand your target audiences
Use related images/videos to engage users
Encourage expression of opinions
Promote social interaction and sharing
Make the most of User Generated Content (UGC)
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

24.
[Free] Tools & Resources
Live Twitter Feed
◦ TweetWally or Visible Tweets
(How To Add A Live Twitter Feed To Your PowerPoint Presentation / Liz Gross)
Classroom Response System (CRS)
◦ Poll Everywhere or clickers
Screen Capture
◦ Jing or Screencast-O-Mattic
Video Creation
◦ Windows Movie Maker or iMovie
Presentation Tools
◦ Sway
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2

25.
Questions?
TINYURL.COM/ELI -TIE12