Presentation slides for virtual presentations about the flipped classroom-the full picture http://usergeneratededucation.wordpress.com/2013/01/28/the-flipped-classroom-the-full-picture-presentation-materials/
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
A Teacher's Practical Guide to the Flipped ClassroomJuste Semetaite
Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
This free guide will help you master the best practices of the flipped classroom.
SO WHAT’S IN THE GUIDE?
- To flip or not to flip? An honest overview of benefits & risks
- Leading industry experts’ insights into the role of video in education
- A real-life case study of a flipped classroom
- The ultimate checklist of things to consider before flipping
- 12 Practical EdTech tools to make your life easier
- Time-saving tips on writing lesson plans for the flipped classroom
p.s. don’t worry, it’s easy with vzaar
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Presentation slides for virtual presentations about the flipped classroom-the full picture http://usergeneratededucation.wordpress.com/2013/01/28/the-flipped-classroom-the-full-picture-presentation-materials/
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
A Teacher's Practical Guide to the Flipped ClassroomJuste Semetaite
Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
This free guide will help you master the best practices of the flipped classroom.
SO WHAT’S IN THE GUIDE?
- To flip or not to flip? An honest overview of benefits & risks
- Leading industry experts’ insights into the role of video in education
- A real-life case study of a flipped classroom
- The ultimate checklist of things to consider before flipping
- 12 Practical EdTech tools to make your life easier
- Time-saving tips on writing lesson plans for the flipped classroom
p.s. don’t worry, it’s easy with vzaar
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Flipping the classroom in nursing educationAndrew Wolf
Flipping the classroom is a technique used to increase opportunities for application of concepts and critical thinking, with guidance from the instructor in the classromm.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Flipping the classroom in nursing educationAndrew Wolf
Flipping the classroom is a technique used to increase opportunities for application of concepts and critical thinking, with guidance from the instructor in the classromm.
Journal of Special Education and Rehabilitation prikaz vo BlagoevgradVladimir Trajkovski
Prof. Dr. Vladimir Trajkovski na seminarot vo Blagoevgrad shto se odrzha na 16.04.2015 godina go pretstavi spisanieto Journal of Special Education and Rehabilitation i negovite shansi za indeksacija vo bazite na podatoci na Thomson Reuteurs. Na seminarot na jugozapdnaiot univerzitet"Neofit Rilski" prisustvuvashe i pretstavnikot na TR za Bugarija gospogjata Cvetelina Dimitrova, rakovoditelot na odeelot za megjunarodna sorabotka prof. d-r Dobrinka Georgieva, dekani, prodekani i drugi profesori.
A rich digital-age math course is like a Tetris game of interlocking pieces: The LMS, Online Homework, Jing, Wolfram Alpha, Discussion Boards, Interactive Materials, Synchronous online communication, Instructor Videos, Web 2.0, and Games.
Meeting Diverse Learner Needs Through Blended Learning Hazel Owen Clayton YoungHazel Owen
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007.
Please cite as: Owen, H., & Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.
How can you use opportunities afforded by technology to improve the learning experience?
The whitepaper describes the blended classroom concept which is the thoughtful integration of the at-school, at-home and online learning arenas. The combination is a powerful theory that helps all teachers using itslearning (and teachers using web 2.0 tools) to frame their work in the context of 21st-century teaching.
The whitepaper looks at some of the possibilities offered by technology and shows how two teachers are applying them in a pedagogical setting, in something refered to as the blended classroom.
The ideal blended classroom is about using available technology to put learning first by combining blended learning, visible learning and formative assessment; three of today’s most popular teaching strategies.
The blended classroom- El aula Semi presencial
Como pueden los maestros usar el aprendizaje semipresencial para hacer evaluaciones formativas y el aprendizaje visible posible?
intro to online tools for teaching and learning.pdfssuser906a9b
A Teacher is responsible for preparing lesson plans and educating students at all levels.
Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
Hybrid learning is a way of combining traditional classroom experiences, experiential learning objectives, and digital course delivery that emphasizes using the best option for each learning objective
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
The whole aim of a learning process is to help the learner move from Zone of Proximal Development (ZPD) to Zone of Achieved Development (ZAD). Most of us are aware of these terms from Lev Vygotsky's theory of learning and development. From unknowing to known, the distance between the current developmental level and potential development can be covered through guidance as per Lev Vygotsky’s theory.
But how do we know that this distance has been traversed by the learner?
The answer is performance assessment.
Similar to Blended learning and flipped classroom in nursing 2014 (20)
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Dr. Cynthia Francis Bechtel,
PhD, RN, CNE, CSHE, CEN
Associate Professor
Coordinator MSN Program
Dr. Susan Mullaney,
EdD, RN, CNE
Professor
Department Chair Nursing
WHO ARE WE?
3. Discuss the innovative teaching
modalities of blended learning and
the flipped classroom
Examine student experiences with
blended learning and flipped
classroom courses
Illustrate creative online course
modules
EXPECTED LEARNING OUTCOMES
5. “If you are teaching the way
you were taught, you are
preparing students for a
healthcare system that no
longer exists.”
Visions of Students Today
HEARD AT NLN
EDUCATION SUMMIT 2013
6. What is your impression of blended
learning? Is it…
A. An online enhancement to a face-to-
face learning environment
B. A face-to-face enhancement to an
online learning environment, or
C. Something else entirely
A POP QUIZ…
7. Do you currently use blended
learning/hybrid format for any
of the courses that you teach?
A. Yes
B. No
POP QUIZ
8. Hybrid and Blended –
Education designed to integrate face-to-
face and online activities that
• reinforce,
• complement, and
• enhance one another,
instead of treating the online component
as an add-on or duplicate of what is
taught in the classroom University of Wisconsin
IS IT HYBRID OR BLENDED?
10. The Sloan Consortium
(a professional organization dedicated
to postsecondary online learning)
defines blended learning as a course
where 30%-70% of the instruction is
delivered online.
BLENDED LEARNING
11. Web-based learning activities are
introduced to complement face-to-face
work
"seat time" is reduced, though not
eliminated altogether
the Web-based and face-to-face
components of the course are designed
to interact pedagogically to take
advantage of the best features of each.
From http://www4.uwm.edu/ltc/hybrid/about_hybrid/index.cfm
KEY CHARACTERISTICS
12. “As I reflect on my undergraduate education, I can
honestly say I was a passive learner. All of my
undergraduate classes were the usual lecture
format. The professor was the sole provider of
the information, spoon feeding us what we
needed to know. I was one of the students in the
lecture hall feverishly taking notes on what
seemed like endless number of PowerPoint slides
the professor prepared on the subject. The
amount of collaboration between student and
professor was usually limited to ‘we need to get
through this information, people.’ ”
STUDENT VIEW OF BLENDED LEARNING
13. What is driving the
pedagogical change at our
institution?
WHY BLENDED LEARNING?
15. WHY BLENDED LEARNING?
The nature of our student body
Use of a cohort model
Research that espouses active learning
An approach that allows for deep
processing and application of concepts
16. Does a blended course
create a better student
learning experience?
Courtesy of web.ccis.edu
BENEFITS OF BLENDED LEARNING
17. Students prefer blended learning
environments
Dahlstrom, E., Walker, C.. & Dziuban (2013). ECAR
Study of Undergraduate Students and Information
Technology
http://tinyurl.com/nl4k3uj
ECAR (EDUCAUSE) RESEARCH HUB
18. “I had been a bit anxious about the online
portion of the classes. All my previous classes
had been face-to-face and e-learning seemed like
it would be impersonal and solitary. I’m so glad I
was so wrong. The hybrid nature of this program
appears to combine the best of both
worlds. Face-to-face classes allow visual, tactile,
real-time interaction, and the ability to get to
know classmates in a more personal way. The
online portion allows greater flexibility,
reflection, and time to research things more
fully.”
STUDENT VIEWPOINT
19. Their 2009 meta-analysis showed
that “blended” instruction –
combining elements of online and
face-to-face instruction – had a larger
advantage relative to purely face-to-
face instruction or instruction
conducted wholly online.
http://www2.ed.gov/news/pressreleases/2009/06/
06262009.html
U.S. DEPARTMENT OF EDUCATION STUDY
20. WHAT DOES THE RESEARCH SAY?
Blended learning has been received
positively by students
Asynchronous online discussions
increase student satisfaction in
introductory nursing research courses
(Lyons & Evans, 2013; Smyth, Houghton,
Cooney, & Casey, 2012)
21. WHAT DOES THE RESEARCH SAY?
Blended learning assists the health
professional to learn in a manner that is
adaptable to their workplace and promotes
life-long learning
Components of blended learning include
novel teaching strategies, connecting
practical activities, and e-learning activities
to maintain engagement
(Jonas & Burns, 2010; Sidebotham, Jomeen, & Gamble,
2014)
22. Even though technology enables greater learner
control and autonomy, learners generally value
social contact and faculty guidance, especially
when entering a new field or course of study
(de Laat, 2006). In fact, some might argue that
student interaction with faculty and with other
students in the context of learning is an
expression of a basic human need.
de Laat, M. (2006). Networked learning. Retrieved from http://www.e-
learning.nl/files/dissertatie%20maarten.pdf
WHAT DOES THE RESEARCH SAY?
23. “Some benefits of the
hybrid format are the self-
directed learning modules
that can be completed
during times that work
best for the learner, less
time involved in travelling
to classes, and no tests
with this program. ”
BENEFITS OF BLENDED LEARNING
24. How do we combine
blended learning format
with a flipped classroom
methodology?
WHAT ABOUT FLIPPED CLASSROOMS?
25. Didactic material online
Face-to-face class time for
interactive assignments and
discussions that build upon online
material – no formal lectures
Course design will vary with the
educational environment
THE FLIPPED CLASSROOM
26. 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 students as they apply
concepts and engage creatively in the
subject matter.
www.flippedlearning.org
FLIPPED LEARNING NETWORK
27. According to the Flipped Learning
Network (2012), there's no
scientific research base to indicate
exactly how well flipped classrooms
work.
But some preliminary nonscientific
data suggest that flipping the
classroom may produce benefits.
CURRENT RESEARCH ON FLIPPING
28. In one survey of 453 teachers who flipped
their classrooms, 67% reported increased
test scores, with particular benefits for
students in advanced placement classes
and students with special needs;
80% reported improved student attitudes
99% said they would flip their classrooms
again next year
(Flipped Learning Network, 2012)
RESEARCH ON FLIPPING
29. What we’ve observed:
Students are able to apply what
they have learned from the
didactic content in the online
modules to the classroom
activities
BENEFITS OF FLIPPING
30. Students
are more engaged with the content
reflect deeply to make connections
between the concepts taught and their
personal and professional experiences
work collaboratively to assist each other to
progress and meet the course and program
outcomes
WHAT HAVE WE OBSERVED?
31. “The hybrid class has allowed for a
higher level of learning and teaching.
I felt that I learned more from these
two classes than almost any I’ve
taken in the past.”
Benefits of Blended Learning
34. Define what blended learning looks
like for your course
Set “Rules of Engagement” for
communications
Use Quality Matters standards
https://www.qualitymatters.org/rubr
ic
BEST PRACTICES
35. A set of 8 general standards and 41
specific standards used to evaluate the
design of online and blended courses
Concept of alignment: Learning
Objectives, Assessment, Instructional
Materials, Learner Interaction and
Engagement, and Course Technology
work together to ensure students achieve
desired learning outcomes.
QUALITY MATTERS
36. As you consider designing a blended
learning course, what kinds of
interactions can you envision occurring
face-to-face, and how might you use the
online environment for interactions?
What opportunities are there for you to
explore different instructional strategies
in the blended course than you have in
the past?
QUESTIONS TO PONDER
37. “The hybrid course design incorporates
diverse learning styles. The online
modular topics, readings, assignments,
videos, links, and resources gave me
alone time to experience the subject in
a multidimensional true-life learning
process.”
STUDENT VIEWPOINT
38. • Integrate the best aspects of both face-
to-face and online instruction.
• Classroom time can be used to engage
students in advanced interactive
experiences.
• The online portion of the course can
provide students with multimedia-rich
content at any time of day, anywhere
the student has internet access.
COURSE DESIGN STRATEGIES
39. Select and incorporate appropriate
instructional technologies to meet
learning goals and deliver online
experiences.
The focus should be first on the
learning, and second on the
technologies that will support that
learning
TECHNOLOGY
41. Role of instructor
Interaction among
students
Blended learning lends
itself to learner-
centered, teacher-
guided, interactive, and
student-collaborative
learning
WHAT IS BEST MIX?
42. Course Learning Outcomes
Learning Interaction/Activities
Resources, Materials,
Technologies
Assessment and Measurements
Faculty Action/Prep
MAPPING A COURSE
43. Module outcomes need to align
with course outcomes
Think about what you want
students to take away from this
module
Assignments and activities flow
from outcomes
OUTCOMES
44. Aligned with module outcomes
Based upon didactic content
Reinforce application of
principles and concepts
Lead to better patient outcomes
and safe and effective high
quality care
LEARNING ACTIVITIES
45. Online modules may be
completed at the student’s own
pace
Allow students to enter more
deeply into the material or an
idea.
Especially important for ELL
students
ASYNCHRONOUS ACTIVITIES
46. “As for the on-line portion of our class, I
thought that that would be a cakewalk.
Answer a few questions, post, and no big
deal, right? Wrong - I find the discussion
boards to be so thought provoking and as I
am reading for the modules, I find myself
looking for more information. This class has
made me more inquisitive.”
THE STUDENTS’ CHALLENGES
48. From module on Societal and Global
Influences in Healthcare:
Megatrends in Global Health Care
by Karen Dillon and Steve Prokesch
http://hbr.org/web/extras/insight-center/health-care/globaltrends/1-slide
From module on Pediatric Issues & Special
Education:
Click *here* for a 3 ½ minute YouTube video
intended to show you how an autistic adult
experiences sensory overload – in simulation.
Interesting perspective!
http://youtu.be/BPDTEuotHeO
EXAMPLES OF STUDENT LEARNING
ACTIVITIES
49. What is your BMI?
Check it out by clicking this link:
Body Mass Index calculator
http://www.cdc.gov/healthyweight/assessing/bmi/adult_bmi/english_bmi_
calculator/bmi_calculator.html
Time for a Clip!
http://youtu.be/EantVCQO69g
Click here to watch a short YouTube video
on Invisible Illness Awareness.
EXAMPLES OF STUDENT LEARNING
ACTIVITIES
50. Balance video & discussion
Always, It Depends, Never in a Million
Years
Peer review & editing of term papers
(Pair-Share-Compare)
Role play conversations with students
Identify Facebook sites patients are
using
EXAMPLES OF
STUDENT LEARNING ACTIVITIES
51. Live events
These are synchronous, instructor-led
events. Traditional lectures, video
conferences, and synchronous chat
sessions such as Blackboard
Collaborate or Adobe Connect are
example.
EXAMPLES OF
STUDENT LEARNING ACTIVITIES
52. The more ways you can present a concept
(auditory, tactile, visual, activity) the more
likely it will be captured by students
“Step out from behind the screen full of
slides and engage students in (realistic)
learning experiences” to enhance learning.
(Benner, Sutphen, Leonard, & Day, 2010, p. 14)
ACTIVE LEARNING
53. “I am finding that I am more of an
active learner with hybrid classes. I
am more likely to research the
discussion board questions and
actually put an effort into them.”
STUDENT VIEWPOINT
54. When class prep and “lecture” take
place outside of the classroom, the
classroom becomes a stage for
experiential learning
Students need guided study – you
get to shape this when the
classroom goes beyond the
traditional lecture
ACTIVE LEARNING
55. In a traditional class design for
example, students get a lecture, do
some assigned reading in the text
and associated articles, and take
an exam and/or write a paper.
In contrast…
ACTIVE LEARNING
56. In flipped classrooms, students engage
with a module which involves information
sharing, video clips, blogs, short stories,
editorials, and articles; does the assigned
readings; engages in a recap or summary
in the classroom, then thinks more deeply
via classroom activities, classroom
discussion and/or participation in a
discussion board, and/or written reflective
journals or other assessments.
ACTIVE LEARNING
57. “I knew I didn’t want to take online courses as
I imagined it would be impersonal. I
thoroughly enjoy reading the modules,
viewing the videos, reviewing the articles, and
writing a discussion board on the subject. I
also very much enjoy the Wednesday evenings
together, the spirited conversations, the
networking, collaborating, and group
projects.”
A STUDENT’S VIEW
58. Example: SBAR Your CAR (courtesy of Dr. Tim Bristol,
www.nursetim.com)
1. Find a partner and discuss the following -
2. Situation: what type of car do you have right
now
3. Background: how did you get it & precipitating
factors
4. Assessment: what is the current state of your
car
5. Recommendation: what are the next steps in
your car’s journey
ACTIVE LEARNING
59. Learners communicate and create
with professors and classmates.
E-mail, threaded discussions, group
activities, blog, journal, podcast,
vodcast, and wikis are all examples.
Faculty feedback is vital.
ONLINE COMMUNITY
60. Student-to-student interaction
has become more of a focus in
today’s classrooms, where the
teacher becomes more of a
guide or facilitator in the
learning process.
ONLINE COMMUNITY
61. “…E, I always look forward to your discussions
about school nursing and your challenges at
not having a traditional hierarchical system
for management or leadership. Although I
can’t fully comprehend the circumstances in
which you practice, your position within the
community setting provides me another
viewpoint to contemplate and forces me to
think beyond the traditional means for
problem-solving in regards to leadership.”
STUDENT VIEWPOINT
62. “M, As a leader in any domain, modeling the way is
the best way to show your conviction toward a
change or an outcome. It is important that leaders
gain the respect and trust of those they are trying to
lead. Dickenson-Hazard (2006) writes that leaders
must lead from what they believe in order to gain
commitment from others. You exemplified that
when dealing with the different constituents within
your department. You didn't go in and tell them
what you felt needed to change, you fostered a
solution through communication and teamwork.”
STUDENT VIEWPOINT
64. Material development is a time-
and labor-intensive process
The need for resources to create
the online materials for the
courses.
CHALLENGES
65. How can you ensure that students
experience your course as one consistent
whole rather than as two loosely
connected learning environments?
if pursued with the module structure
common in online teaching, blended
courses can bring about higher levels of
student engagement and more effective
face-to-face time management.
CHALLENGES
67. Students’ work online must be
relevant to the in-class activities
Students can be critical of blended
instruction if they feel the face-to-
face and time-out-of-class
components of the course are not
well integrated.
CHALLENGES
68. “In order to be successful in a hybrid
course, one must be dedicated and self-
disciplined. Like the conventional face-
to-face classes, e-learning requires that
the student complete assignments and
course work by a deadline, but without
the constraints of being in a classroom
setting.”
STUDENT VIEWPOINT
70. Beesley, A., & Apthorp, H. (Eds.). (2010).
Classroom instruction that works, second
edition: Research report. Denver, CO: McRel.
Bergmann, J., & Sams, A. (2012). Flip your
classroom: Reach every student in every class
every day. Washington, DC: ISTE; and
Alexandria, VA: ASCD.
RESOURCES
71. Flipped Learning Network. (2012).
Improve student learning and
teacher satisfaction with one flip of
the classroom.
Retrieved from author at
http://flippedlearning1.files.wordpress.com/2012/07/clas
sroomwindowinfographic7-12.pdf
RESOURCES
72. Screencastomatic
http://www.screencast-o-matic.com/
20 fun free tools for interactive
classroom collaboration
http://www.emergingedtech.com/2014
/05/20-excellent-free-tools-for-
interactive-collaboration-experiences-in-
the-classroom/
Soapbox www.gosoapbox.com
RESOURCES