Se describre cómo el aprendizaje inverso, el diseño adaptativo y la gamificación favorecen el aprendizaje activo y la enseñanza funcional y se muestran las mejoras en resultados de aprendizaje
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
Flipped Learning - Where's the Evidence? - Pete Mella, Kirsten Bartlett, Gare...telshef
Flipped learning, the teaching method of giving students pre-session materials to consume and using lecture time for active learning, is a well-known educational concept, but where is the evidence of its effectiveness? In this session Pete Mella (CiCS TEL Team) will give an overview of how a flipped classroom method is being used at the University, and we will hear from academics Gareth Bramley (Law), Kirsten Bartlett (Psychology) and Sam Marsh (Maths & Statistics) on their own research, looking at topics including student feedback, attainment and the psychology of flipped learning, as well as advice on how flipped methods can be evaluated in your own practice.
Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades
Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...Rich McCue
The concept of flipped learning has received significant attention in recent years. In a flipped learning methodology, students view instructional videos and complete related assignments before class, so that face-to-face time with the instructor can be spent applying the knowledge and skills they were introduced to in the pre-class assignments. This study aims to determine the effectiveness of a flipped learning method for teaching information literacy (IL) skills to undergraduate students compared to a traditional teaching method where the majority of face-to-face time is spent instructing. To evaluate this, a mixed methods research design was used, where results from qualitative interviews helped explain findings from test data, assignment completion data, and major paper rubric data. The IL tests resulted in a small but insignificant test score improvement for flipped participants. Interviewed flipped participants reported mainly positive feelings toward flipped learning, whereas all flipped ESL interviewees related strong positive feedback towards flipped learning.
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
Flipped Learning - Where's the Evidence? - Pete Mella, Kirsten Bartlett, Gare...telshef
Flipped learning, the teaching method of giving students pre-session materials to consume and using lecture time for active learning, is a well-known educational concept, but where is the evidence of its effectiveness? In this session Pete Mella (CiCS TEL Team) will give an overview of how a flipped classroom method is being used at the University, and we will hear from academics Gareth Bramley (Law), Kirsten Bartlett (Psychology) and Sam Marsh (Maths & Statistics) on their own research, looking at topics including student feedback, attainment and the psychology of flipped learning, as well as advice on how flipped methods can be evaluated in your own practice.
Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades
Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...Rich McCue
The concept of flipped learning has received significant attention in recent years. In a flipped learning methodology, students view instructional videos and complete related assignments before class, so that face-to-face time with the instructor can be spent applying the knowledge and skills they were introduced to in the pre-class assignments. This study aims to determine the effectiveness of a flipped learning method for teaching information literacy (IL) skills to undergraduate students compared to a traditional teaching method where the majority of face-to-face time is spent instructing. To evaluate this, a mixed methods research design was used, where results from qualitative interviews helped explain findings from test data, assignment completion data, and major paper rubric data. The IL tests resulted in a small but insignificant test score improvement for flipped participants. Interviewed flipped participants reported mainly positive feelings toward flipped learning, whereas all flipped ESL interviewees related strong positive feedback towards flipped learning.
Increasing student engagement has been one of the main focus to improve the quality of a learning experience. In this talk we cover two aspects that can contribute to this increase: flipped learning, and feedback.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Learning How to Learn: Advising language learners throughout a course
Presenters: Steve T. Fukuda and Hiroshi Sakata, University of Tokushima, Japan
The Learning How to Learn Worksheet (LHTL) was designed for implementation in a 15-week course at the tertiary level. It has an objective of equipping students with self-coaching skills to ensure more effective and continuous learning inside and outside of class. It accomplishes this by providing the learner with a primer in second language acquisition, as well as, guiding the learner in a step-by-step fashion in setting learning goals and creating weekly learning plans. During the course, peer support groups as well as the teacher conducted advising sessions centered on reflection of learning goals and plans, while gaining ideas from each other to create a more effective weekly learning plan to ensure continuous learning. Finally, survey data has shown that a course design based on the LHTL Worksheet ensures increased study time outside of class as well as an increase in students’ intrinsic motivation.
Increasing student engagement has been one of the main focus to improve the quality of a learning experience. In this talk we cover two aspects that can contribute to this increase: flipped learning, and feedback.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Learning How to Learn: Advising language learners throughout a course
Presenters: Steve T. Fukuda and Hiroshi Sakata, University of Tokushima, Japan
The Learning How to Learn Worksheet (LHTL) was designed for implementation in a 15-week course at the tertiary level. It has an objective of equipping students with self-coaching skills to ensure more effective and continuous learning inside and outside of class. It accomplishes this by providing the learner with a primer in second language acquisition, as well as, guiding the learner in a step-by-step fashion in setting learning goals and creating weekly learning plans. During the course, peer support groups as well as the teacher conducted advising sessions centered on reflection of learning goals and plans, while gaining ideas from each other to create a more effective weekly learning plan to ensure continuous learning. Finally, survey data has shown that a course design based on the LHTL Worksheet ensures increased study time outside of class as well as an increase in students’ intrinsic motivation.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
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.
This presentation is brief summary of the Methodology, Results & Discussions, Summary of Findings as well as Conclusions of a dissertation on Creative EFL Teachers & their Students' Academic Achievements. A Case study in Moroccan High Schools.
La primera clase de una asignatura es la más importante para conquistar a nuestros alumnos e implicarlos en la participación activa en nuestra asignatura. Aquí mostramos el ejemplo de como lo hacemos en la presentación de una de nuestras asignaturas
Tutorial con pantallazos e indicaciones donde se muestran los pasos para dar una videoconferencia o clase on line con la herramienta blackboard collaborate ultra muy util para dar clases on line ahora que no hay clases presenciales por la pandemia de Covid-19
En el aula inversa adaptativa, el profesor envía a los alumnos los materiales instructivos y les pide que los estudien y le informen de sus dudas y dificultades, un par de días antes de empezar a tratar el tema en clase.
Con la información sobre los intereses, las dificultades y dudas de sus alumnos el profesor replantea su clase para enfocarla en la resolución de las dificultades. Una parte considerable del tiempo de clase se dedica a enfocarse en la resolución de las dudas de los alumnos y a la realización de actividades de aprendizaje activo en las que los alumnos coprotagonizan la clase
Tutorial para hacer encuestas y evaluaciones con blackboard en 50 pantallazos con indicaciones paso a paso sobre como hacer encuestas y evaluaciones para esta plataforma
Vídeo conferencia en la que se presenta la cuarta edición del experto on line en metodologías educativas innovadoras, se jutifica el modelo de aprendizaje y las metodologías a emplear en el experto y se inicia su primera asignatura sobre Paradigmas educativos y modelos de enseñanza y aprendizaje mostrando los resultados de aprendizaje planificados para la primera asignatura contiene links a los materiales de lectura sobre cambios de paradigma, calidad del aprendizaje, taxonomías de resultados de aprendizaje y competencias. También contiene enlaces a los cuestionarios de expectativas y de justificación de la relevancia de los resultados de aprendizaje escogidos #Expmetoeduinno
Capítulo 8 Aula inversa y Aprendizaje inverso Alfredo Prieto Martín y cols. e...Alfredo Prieto Martín
El aula inversa (flipped classroom) empezó con el desarrollo de nuevos métodos (video y podcast) para transmitir la información a aprender fuera del tiempo de clase y de este modo poder aprovechar el tiempo de clase para el ejercicio y la práctica por los alumnos. El aprendizaje inverso (flipped learning) representa el nuevo modelo de aprendizaje funcional que resulta de aplicar la metodología flipped classroom y disponer de alumnos mejor preparados para asumir un rol protagonista y más tiempo en clase para dedicarlo a actividades como evaluación formativa o proyectos en las que los alumnos practiquen con lo que ya han aprendido y comprendido por medio del autoestudio. Se describen los distintos métodos de fomento y comprobación del estudio previo en enseñanza universitaria. Aprendizaje basado en equipos (Team based learning), enseñanza por compañeros (peer instruction), enseñanza justo a tiempo (just in time teaching), PEPEOLA (Preparación y Estudio Previo Por Evaluación On Line Automática). Se explica cómo invertir el aprendizaje con el método adaptativo más sencillo: FLIPPING CLASSROOM WITH J-I-TT y sus variantes flipped learning forte y flip in colours
Por qué es una mala idea seguir haciendo lo que hemos hecho en el pasadoAlfredo Prieto Martín
Se explica porque las universidades regionales españolas no podemos seguir haciendo lo que hicimos en el pasado. Se enfoca en comprender por qué las universidades regionales españolas deben desarrollar una estrategia para sobrevivir en un futuro en el que tendrán que competir por los alumnos con otros centros presenciales y on line
Se comprenderá porque el futuro de la mejor enseñanza universitaria es blended y flipped
Taller sobre flipped learning adaptativo en enseñanza universitaria de ciencias de la salud metodologías tecnologías e impacto sobre el trabajo de los alumnos y el logro de los resultados de aprendizaje
Se explica como realizar una actividad de diseño contra-reloj de proyectos de diseño con el fin de aprender sobre trabajo en equipo, proceso de diseño y efecto de los incentivos sobre el rendimiento en el desempeño frente a distintos tipos de retos
Anuncios para comunicar a profesor progreso y necesidad de ayuda: Voy avanzando, todo OK / Profe, necesito hacer una consulta / ya acabe la tarea, estoy disponible para ayudar a otros / Estoy bloqueado (a) y necesito ayuda
Herramienta papirofléxica para que los equipos de alumnos se comuniquen con su profesor/tutor:
Vamos avanzando todo OK / Necesitamos hacer una consulta / ya hemos acabado la tarea / estamos bloqueados,necesitamos ayuda para avanzar
presentación de una asignatura universitaria de inmunología impartida en el grado de biología sanitaria mediante el modelo flipped learning usando la metodología flipped classroom with just in time teaching
Aspectos críticos para aplicar con éxito el modelo flipped classroom a la enseñanza de la inmunología: resultados de 5 años de experiencias en la Universidad de Alcalá
Aspectos críticospara aplicar con éxito el flipped classroom a la enseñanza de la inmunología (II): buenas prácticas en la aplicación del aula inversa para la enseñanza de la inmunología.
Aspectos críticos para aplicar con éxito el flipped classroom a la enseñanza de la inmunología (I): ¿Qué se gana aplicando el aula inversa a la enseñanza de la inmunología?
Se explican las razones por las que el modelo flipped learning se extiende en las universidades españolas y también en otros niveles educativos. Se describen experiencias a nivel institucional para la extensión del modelo flipped entre el profesorado innovador
Molelo de tarjetas para que los alumnos nos informen de si avanzan, tienen dudas, necesitan ayudas, o han acabado la tarea. Muy útil para clases numerosas en las que es difícil para el profesor desplazarse entre los pupitres.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
The French Revolution Class 9 Study Material pdf free download
Cómo el aprendizaje inverso, el diseño adaptativo y la gamificación favorecen el aprendizaje activo y la enseñanza funcional
1. ¿Cómo el aprendizaje inverso, el diseño adaptativo
y la gamificación favorecen el aprendizaje activo
y la enseñanza funcional
en entornos semipresenciales (blended)?
Alfredo Prieto Martín
Departamento de Medicina y Especialidades Médicas
Universidad de Alcalá
1
2. Agenda
1. The key questions and problems of XXI century
university education
1. There is any problem with the abuse of expositive lectures in
university?
2. ECTS credit: It is ECTS real or fictional?
3. Is damaging “the continuous exposure to content” for our
students’ development?
4. Problem statement: How can we improve the learning and
the development of our students?
2. The solution to increase active learning and
functional education in university classes using a
flipped blended learning model
1. Our proposal: adaptive flipped learning
2. What are our results of 6 years with this gamified adaptive
flipped model?
3. Conclusions 2
3. 1 The problem:
traditional university education does not
produce quality learning in most students
and will not be attractive for the students
of the future
3
4. 1.1 There is any problem with the abuse of expositive
lectures in university?
1. Nearly all teachers abuse of
“powerpoint shows” and even of
blackboard explanations to
transmit theoretical information
that should be read by university
students (they know how to
read)
2. Nearly all class time is employed
in oral transmission of
information to be learned
3. When students pay attention, we
(the lecturers) can transfer
information to be taken and
studied for exams
4. Laptop invasion of university
classes causes new problems.
Lap top lecture (s XXI)
Lectio midle age (s XIII)
4
5. A flipped perspective: what university students look
and do in a laptop lecture? How to discover this?
• To discover this, you can enter
silently and sit on the last rows
and see what happens What you
Will see?
• Students in the first rows pay
attention and take notes.
• The rest twitt , send messages,
surf the internet ….
5
6. Are traditional lectures Inconvenient in
twenty first century?
1. There is little time for
practice and application
of the transmitted
information
2. There are no frequent in
class opportunities to
exercise skills and
competences.
3. The work of students
out of class is also
scarce
4. So the learning is poor This student looks alert,
but is sleeping 6
7. 1.2. ECTS learning =
class work time
+ out of class work time
• EHEA grades and ECTS credits are
based on the assumption that
students work for two hours out
of class by each in class hour.
Really?
• However, out of class workload
time is not measured
sistematically.
• Studies of real workload against
official ECTS work load (Spain,
UK), demonstrate that out of
class real workload is
significantly lesser than work
load prescribed by ECTS credit.
• We (the teachers) are happily
ignorant of this difference.
7
8. Published on line
March 7, 2018
• This works
demonstrates that
in two polytechnics
from two Spanish
universities UPM
and UCLM real ECTS
workload is
significantly lesser
tan stablished by
European law and
university norms
8
9. What real workload
should have the ECTS credit?
A. 25 hours by credit or …
B. The one with which the students do not complain that they are distressed.
Which of these two options is clearly the best option for student learning?
The A
Which of these two options is the easiest for their teachers?
The B
Which will be the option that most of their teachers choose?
The B
So we have a serious discordance problem with the ECTS credit
However, there is no official recognition of this problematic fact
University leaders refuse to see and recognize this problem
9
10. 10
European Credit transfer
system real work load 10/20
total
Horas presenciales /crédito (10)
Horas no presencialesreales nominales/crédito
(15)
Hiato
Class hours by credit (10 h.)Out of class hours by credit (10 h.)
Are university leaders Daltonic?
Hours taking sun bath on the campus grass
European Credit transfer
system official workload
10/25 total
Horas presenciales /crédito (10)
Horas no presencialesreales nominales/crédito
(15)
Hiato
Class hours by credit (10 h.)
Out of class hours by credit (15 h.)
Class hours by credit (10 h.)
11. 1.3. Are traditional teaching methods
damaging for university learning?
• Is endless listening teacher’s monologues bad for the development
of our student’s skills for critical thinking, and written
communication?
National Institute for Learning
Outcomes assessment study
(Blaich & Wise 2011).
Only moderate progress
in one half of the
students
If we assess the development of students skills
for critical thinking, cooperation and communication
after 2 years of university education
No significant
change in one sixth
Moderate decrease in
one third of the students
11
12. Richard Arum & Josipa Roksa (2011)
Academically adrift:
limited learning in college campusses
• Recent studies demonstrate the barely noticeable impact
of university courses in the development of student
competence for critical thinking, complex reasoning
and proffesional writting.
• Arum & Roksa study (2011) on 2.300 students in 24 US
institutions, 45% of them do not show significant
change in these competences during first year and half of
university education.
Bill Gates
"Before reading this book, I took
it for granted that colleges were
doing a very good job."
Derek Bok
Underachieving Colleges
“They learn much less, than they should”
12
14. 1.4. Problem statement
How can we improve the learning of our
students?
• Innovative alternatives to the lecture:
1. Functional education/Inductive learning. teaching by
solving problems and cases, asking questions instead
of telling answers.
– Case study/project/problem based learning/TBL/inquiryBL
– Its a very disruptive change
2. Active learning. Continuous improvement by
progressive introduction of student centered
activities within expositive lectures
– It combines information transfer, with student thinking,
action and reflection on what is understood 14
15. Advantages and costs
of active and inductive methods
• Advantages:
1. They engage students
2. Allow exercise and
development of skills
and competences
3. They reach deep
understanding and
meaningful learning
4. They like it
5. They learn more
• Costs:
1. They need more time to
cover extensive
curriculums
2. They demand more
teacher work for
preparation, study of
student answers and
teacher feedback
3. Some students and
teachers resist to
abandon their confort
zone
15
For most university teachers, costs outweigh the benefits
and thus they use active learning in a very limited fashion
16. Why inductive and active methods are
not the mainstream methods?
• What are their disadvantages?
• Making activities needs “in class time” that is
preferentially used for teachers for oral explanation
and transmission of the information to be learned.
• Activities slow down the pace of advance through
the index of contents
• Require more engagement and effort, not only by
the students but also from teachers.
• The extra-effort of the teachers is not usually
recognized nor rewarded and they are not stupid
• The result is that “Only a minority of compromised
university teachers use these methods in a minority
of occasions”
16
17. How to increase the active learning
and functional teaching (inductive
learning) in small and large
university classes?
17
18. 2.1. How can we improve the learning
of our students?
There is any way of increasing class time for practice
but maintaining high standards
for content learning
that will be rigorously assessed?
Yes, there are some of them
18
19. Best practices in XXI century university education
(to have more time for active learning and competence Development)
1. Prioritizing the really essential learning results (Wiggins & McTighe) clarify
2. Optimizing the macrodesign of the course (Fink, Angelo) align
3. Optimizing the microdesign of each class (Thiagarajan, Bowen) segment
4. Flipping the use of space and time, in and out of class (Mazur, Novak,
Michaelsen, Sams & Bergmann) flip
5. Adaptive learning, focusing on interests and difficulties of your students
(Prieto) redesign and focus
6. Gamifying the course and activities (Sheldon) gamify and market to motivate
7. Developing a formative low stakes assessment that gives grading value to
activities (van der Vleuten) assess to stimulate, learn and give feedback
8. Practicing reflective thinking, autonomous learning and student self regulation
(Nilsson)
9. Using analytic and holistic rubrics and coevaluation for improving the
assessment of complex activities (Stevens)
10. Create a natural critical learning environment (Bain)
• There is Little hope of covering all this in a short lecture, but I can give you
another on this interesting topics
19
20. Revista Iberoamericana de Educación a distancia v21 nº1; 2018
http://revistas.uned.es/index.php/ried/article/view/18836
Nuevas combinaciones de aula inversa con just in
time teaching y análisis de respuestas de los alumnos
• We review methods and results obtained with (FC/JiTT) that
inform us about what students don’t understand.
• FC/JITT Method.
1. To enforce prior study, we market our methodology for
class preparation and gamify study preparatory work
2. We analyze student responses in search of what is unclear
or interesting for our students and their most urgent
doubts.
3. With this information we redesign just in time the class
activities and give feedback to our students
20
21. Nuevas combinaciones de aula inversa con
just in time teaching y análisis de
respuestas de los alumnos
• The results we obtained:
1. Reduction in student failure rate in exams for learning
assessment.
2. Increased in mean grade in more tan one SD.
3. Increases in the percentages of students that reach
mastery levels grade above 8 (in a 10 points scale).
4. Student evaluations of teaching in these courses also
increases.
• Finally we discuss the reason for such impact on student
learning and student evaluation of the teaching.
21
22. 1.How to achieve that most students
prepare for class?
2. How to adapt our classes to their
needs?
3. How to develop a cost efficient
Adaptive Flipped learning model?
23. Our proposal for solution:
Start using the Flipped classroom model, this:
1. signficantly decreases the class time needed for
transmission of information to be learned…
2. so it gives us an opportunity for increased use of
active and inductive methods in class time
3. The answers of students to Google forms after
preparatory study give us information about their
difficulties and interests
4. Analizing student responses we can identify problems
(unclear spots) and redesign our classes to focus on
resolution of student doubts and dificulties
23
24. Our proposal for a better use of classtime is:
More In class Active learning = combine
Information to learn (sent via on line)
+ activities to apply, analyze, transfer,
create and communicate
+ critical and reflective thinking
So
Start using the Flipped classroom model,
24
25. JiTT minimalist
Forms for student
preparatory work
assessment
(three questions)
1. Last name, first name
2. What do you think about the
most important idea you have
learned in this topic and justify
why?
3. What is it that you do not
understand or has been less
clear and explains what is your
difficulty?
As a physicist I consider
tree questions are
enough for some “soft
sciences”, but for the
hard sciences like
mine….
Dr. Sheldom Cooper
My minimalist form is
inspired in a
combination of minute
paper and muddiest
point active learning
methods
Dr. José García Hidalgo
Profesor de Geología
Member of lecture-aholic
anonymous
26. reflective questions from on line Forms:
1. Stimulate student study, thinking and work
2. Assess preparatory study by asking reflective questions
26
1. Last name, first name
2. What is the most interesting idea (for you) of this unit and justify why?
3. What part needs deeper treatment in class time and justify why?
4. Make a summary in 100 words of the most important ideas of the unit
5. What is the muddiest point? Explain why?
6. What question you like we answer in the first day of class?
7. What part of the unit you understand well and no further explanation is needed? Why?
8. What you understand watching the videos?
9. e-mail address
10.¿On what question relative to this unit you’ll like inquiry on your own?
11.If you understood some important that you did not understand at first. Explain what is what
you understood and write a question that can be answered by the peers who also understood
this topic.
12.Made a constructive criticism of the instructive materials supplied and point what things
should be changed or improved for better clarity and understanding
13 How much time have you spent in reading and making meaning of the documents and
powerpoints?
14 How much time have you spent in watching and making meaning of the videos?
15 Were useful for you the audio transcriptions of the videos?
16 How much time have you spent in reflecting and answer to this form?
27. Flipped classroom plus Just in time
teaching (PIM/PAM)
1 FC/JITT redesign just in time
Teacher
sendsr
In Class
experiencer
Studentsr
Send via email the
information to
learn
When most student prepare for most clases and when teachers focus on student interests and
difficulties the students undestand better and learn more
This is better tan simple flipped classroom
Teacher
receivesr
Teacher ask students
and help them
Teacher
analyzes
Apapt to
student
needs
27
PIM
PAM
28. PIM PAM PUM
On line e- mail list gives Feedback for the students:
Flipped learning forte
• Teacher answer to urgent doubts of the students and send
responses via e-mail list before class
Advantages
Students receive feedback on their doubts
Great learning results
students perceive teacher compromise
Problem
extra-work for the teacher
For larger classess we suggest an
alternative method called flip in
colours
Adapt class activities to student
interests and needs
Formative assessment and feedback
Alumnos
Teacher
PIM
PAM
PUM
29. Flip in colours (2016)
• In larger classes try to answer the doubts of all student is hard work.
• Is easier for the teacher to classify student urgent doubts according to their
potential use in class:
• In black those that should be answered by the own teacher
• Black with yellow background those which need an inquiry by the teacher
before to try to answer
• In green those that can be answered by peers with a higher degree of
understanding
• En rojo las que implican una confusión conceptual ¿pillas cuál puede ser? o
una consecuencia de abordaje intelectual superficial y perezoso
• En azul las que pueden ser buenas preguntas de examen
• En rosa las que pueden dar lugar proyectos de indagación personalizados
• En naranja las que pueden para iniciar buenos debates
29
30. If you need more information on these
flipped methods
I recommend you these books
Paper and Kindle versions in Amazon
Flipped learning: aplicar el modelo de
aprendizaje inverso
Best seller 2017 and 2018 at University
books collection from Narcea
Metodologías inductivas
Only in e-book version
30
31. What is one of the philosophical stones of education?
How can I change the
habits of study and class
participation of my
students?
How can I increase their
motivation to study and
participate in class?
32. 1. Increasing the motivation of the
students to do the preparatory
work
Marketing and gamification
make miracles in student behaviour
32
33. Four main factors which increase
intrinsic student motivation for work
and learn
1. Relatedness desire to cowork with peers that you
like and respect (group work)
2. Autonomy you have control on how to do the work
on your way (inquiry in things that interest you
most)
3. Mastery or competence you have the skills needed
to do the work (skill construction)
4. Purpose of relevance, this work Will help you to
reach your objectives or is something that interest
you (deep gamification)
33
34. We want to change habits of our students
so they study before classes
• First day of class “D day”. Very Effective marketing
of flipped model is needed
• Then week after week we have to show that we
read our student responses and redesign our
clases according to their needs
• Students see the value of preparatory study, the
teacher can adapt the class to their needs
• The teacher act as a coach and facilitator of the
interaction of the students with the instructive
materials he/she develops
34
35. First day of class “D day”
we show the results of the prior year
A B C
If these courses were
optative.
Which one you prefer?
All students prefer C
35
36. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
alumnos que realizaron el estudio
previo la mitad o menos de los temas
alumnos que realizaron el estudio
previo la mitad o más de los temas
9<10
7<9
5<7
<5
no presentado (2º)
no presentado (1º)
¿Es igual de fácil aprobar en estas dos asignaturas?
40%
60%
85%
15%
¿Por qué en esta asignatura hay que estudiar antes
de que los temas se traten en clase?
36
Utilicemos los resultados del año
pasado para predecir que puede
ocurrir sin estudio previo o con
estudio previo
37. One week before a new unit starts
we send instructive materials and links to forms
Example of
hipermedia
message
37
38. What is another of the philosophical stones of education?
How can I transform
the doubts and
difficulties from my
students into
learning
opportunities?
39. Flipped 2.0:
Transform student responses into
formative feedback for students
and new learning opportunities for them
How to detect understanding problems
and create feedback that helps to
overcome the learning difficulties of
our students
39
40. Detection and resolution of
student learning difficulties
Quick analysis of student responses just in time
teaching
Design of lectures focused on overcoming
frequent student difficulties
40
41. • Recipe:
• From Google spreadsheet copy & paste the students’ answers sheet
• In Excel book “deconstruct” the data sheet of answers to the form
• Deconstruct the matrix of responses in several sheets of the Excel
book one per question you want analyze:
1. More interesting aspects más and new
2. Obscure ideas they do not understand well
3. Doubts that need urgent clarifycation
4. The main ideas they unnderstand thaks to the preparatory study
5. Time workload for the student
6. Name to assign grading bonification
Example of student responses analysis cuestionarios
(inspired by Ferran Adrià)
Deconstruction of response sheet
41
42. Student anwers analysis process:
1. column widening, 2. labelling,
3. ordering by labels, 4. quantification of obscure topics
1. Column width adjusted for better reading
2. Add column to Label
the type of doubt
3.Orderdoubtsbyitslabels
4. Quantificación
of students who
do not understad
each concept
42
43. 5. Visual display of obscure topics
Adecuación de
respuesta al patógeno
These concepts need to be clarified: new ilustrative
materials, examples, activities, additional explanations 43
44. ¿How to solve these problems?
Problem (muddiest point) Proposed Solution
Receptors for DAMP and
PAMP
Is a problem so prevalent thst we have to create new
instructive materials
Somatic Recombination Recommend to see a instructive video. If the video is in
English (Video somatic recombination) and automatic
subtitles mistake genes with jeans, then teacher publish
comments to video, one correct transcription of the audio
Polarization of Th
response
New illustrations which clarify (examples with Mc Nulti)
oolarization process.
Doble discrimination and
autoinmunity
Class Activity: Idea storm about things strange against is
better do not react
hectokilogigacell
Life being
Class Activity: Peer instruction ask some students explan
the concept to peers
Election of defense
mechanisms against
infections
Explanation of how PAMPR estimulated by each pathogen
induce different types of immune response
Congénic Animals Explanation on the blackboard of endogamic crossess
44
45. Next year, we can change the free answer
question by an multiple chice question (so
analysis can be automated in Google forms)
• Qué es lo que mas te cuesta entender del tema
marca una( o dos)
A. DAMP y PAMP
B. Recombinación somática
C. Polarización de la respuesta
D. Doble discriminación y autoinmunidad
E. Ser vivo hectokilogigacelular
F. Elección de mecanismos de defensa frente a
las infecciones
G. Animales congénicos
H. Otra cosa, especifica cuál es
45
46. 2.3. What are our results of six
years with this gamified flipped
model?
46
47. Flipping Hispania
¿What results we have obtained in the
last years with iberian students?
It will work even with Iberian students?
They resisted romanization, muslim rule, French illustration …
Can they resist the flipped learning movement?
Indibil y Mandonio caudillians of the Illergetes
Against the romanization
47
48. Flipped model at university increases
student work, both in and out of class
48
• El EEES impuso un nuevo tipo de
crédito que contabiliza el tiempo total
del trabajo del alumno: la suma del
tiempo de interacción presencial, y
del tiempo del trabajo no presencial
del alumno.
• In Spain we changed the credit (to
comply whith EHEA norms) but we
don´’t apply its mandate to mesure
out of class work of the students
• ECTS is a legal fistion but in most
studies is a fiction. Most of students
do not made the legally established
workload .
• ¿Cómo resolvemos este problema de
hacer estudiar y ejercitar
competencias durante más tiempo a
nuestros alumnos?
• ¿Cómo van a desarrollar
competencias si no las ejercitan lo
suficiente?
Our students work more hours along the
cuatrimester (and they are happy)
49. Impact of flipped model on work and learning of spanish
university students: Relationship between out of class work
and exam grades
49Clinical Immunology
Fourth year
Immunology
Third year
Méthods
First year
50. •What means an increase of mean of 1 s size?
The new median with flipped method (+1 s) equals to 84,1 percentile of the original
distribution with traditional expositive method
¿Size effect of flipped learning on grades on assesment
exams (impact measured in sigma s)
Traditional
Expositive lecture
Flipped
learning
50
51. Conclusions
Flipped model has strong and progressive impacts on out of class work and
learning from our students
1º Métodos 3º Inmunología 4º Inmunol. Clín
0
10
20
30
40
50
60
70
80
90
100
% Estudio previo por promoción
1ª Pr (trad) 1ª Pr FL 2ª Pr FL
3ª Pr FL 4ª Pr FL 5ª Pr FL
1º Métodos 3º Inmunología 4º Inmunol Clín
0
1
2
3
4
5
6
7
8
9
10
Calificación media por promoción
1ª prom (trad) 1ª prom FL 2ª Prom FL
3ª Prom FL 4ª Prom FL 5ª Prom
1ª promo
2ª promo
3ª promo
4ª promo
5ª promo
1ª promo
2ª promo
3ª promo
4ª promo
5ª promo
More students work each
year, but the improvement is
progressive
Students learn more
Exam grades improve steadily
year after year
Has any impact the implementation of flipped model
on both the out of class work and the learning of our students?
Out of class work Learning results
53. 53
0
10
20
30
40
50
60
70
80
90
100
Expositivo tradiccional
Just-In-Time Teaching
Entorno gamificado
Flipped classroom/JITT
Flipped learning forte
+ feedback y formative assessment
Expositive leacture
Just-in-time teaching
Gamified environment
Flipped classroom
Flipped learning forte
/flip in colours
53530 % 45 % 61 % 90 % 100 %97 %95 %
% students which do the
preparatory work
% of students which reach mastery (with exam grade
>8) has been improved along the way
+ prior study and feedforward from the students
+ instructive vídeo
+ gamified environment (bonus)
54. What about skill development ?
Problem based learning Activities
Valor del
aprendizaje
Novedad del
aprendizaje
Dificultad de la
tarea
Disfrute con la
experiencia
Percepción del
desarrollo de la
competencia
Presentación oral Muy alta Muy alta Alta Muy alta Alta
Preparación de una
presentación oral
Muy alta Alta Alta/suficiente Alta Alta
Comprensión de artículos
originales de investigación
Alta Muy alta Alta Suficiente Alta
Trabajar con bibliografía en
una segunda lengua (Inglés),
Alta Alta Alta Baja Suficiente
Búsqueda de artículos
originales e información
adicional en Internet
Alta Suficiente Suficiente/baja Alta Alta
Adquisición independente de
conocimiento
Alta Suficiente Suficiente Alta Alta
Trabajo en equipo Alta Suficiente Suficiente Muy alta Alta
Aprender a aprender por si
mismos
Alta Suficiente Suficiente Alta Alta
Resolución de dudas y
cuestiones en tutorías
Alta Suficiente Suficiente Alta Alta
Uso de TICs y softwares Alta Baja Baja Alta Alta 54
55. What about student perceptions in
their teacher evaluations?
In one scale from 1 to ten we obtained 9.x
55
56. Conclusion
Iberian students can be civilized
They do not resist the combined effects of
Marketing,
gamification,
Flipped Learning Forte
and Flip In Colours
56
57. Several complementary Hypotheses
1. By what most students do in the flipped model and should not do
in the traditional
2. By the effect of gamification little prizes for small actions
3. By the effect of dead lines on the work and habits of students and
teachers
4. The teachers learn about needs and interests of their students and
adapts their theaching and activities to their sutudent needs
5. By the sense of learning community and student-teacher team that
grows in the flipped environment
Why this new adaptive flipped model
has so strong impact on both
student learning and on its teachers teaching?
57
58. Message to take home
Flipped learning achieves that
most students learn doing
precisely those things …
Which in the traditional expositive
model, only a select minority of the
best students spontaneously does
58
59. 2.4. Conclusions & recommendations:
Changes in habits induced by the flipped model increase learning and
grades in assessment exams
•Start to use the simplest efficient method for flipped
classroom : flipping classroom with just- in- time
teaching ( FC/J-I-T T ).
–Send documents and video materials and a universal
reflective form created with googleforms or Office 365.
–Do it before you start a new unit. Send to your students
ask them view, read and answer the questionnaire with the
promise they will obtain grading bonus.
–It will be an easy change for them. 2 hours of outside
class work by course and week will allow students win a
10% of the maximum grade 59
60. Flipped learning will improve
1. The work out of class of your students
2. The communication of information with your
students
3. Your feedforward and understanding of your
students difficulties
4. Your feedback and focus on the resolution of your
students real difficulties
5. Student participation in Class
6. Class activities (suggested by student doubts)
7. The Learning results from your students (in
knowledge and skill development)
8. The satisfaction of your students with the course
60
62. Acknowledgments
• To Editorial Narcea for publish in their Colección
Universitaria our book Flipped Learning aplicar el
modelo de aprendizaje inverso
62
63. Muito obrigado pela atençao!
If you would like to know more …
Read the blog Profesor 3. 0
http://profesor3punto0.blogspot.com.es/
follow to @alfredoprietoma
on twitter
• Alfredo
alfredo.prieto@uah.es
Electronic versión of this presentation at
https://es.slideshare.net/alfredo.prietomartin
63
Editor's Notes
Como la combinación de aprendizaje inverso de AI DA Y G favorecen AA y EF em entornos blended
Doy las gracias a la Universidad de Aveiro y a Luis Descalço por esta oportunidade de difundir nuestras experiencias em innovación docente
En 20 minutos vamos a trata los siguientes temas:
4 Transmisión de info a aprender fuera de clase nos da tiempo de clase para que nuestros alumnos hagan otras cosas
WE are anonymous laptopers En estos jornadas hemos visto muchas maneras de innovar sin embargo lamentablemente si preguntamos anuestrosalumnos nos diran que no es eso lo que predomina en la universiddad actual y en este cierre a mi me toca poner el dedo en la llaga
Que comentario haría un decano optimista a la prensa la verdad es que lo que hacen no les ayuda a aprender
Not only in Spain but also i UK Esto nos lleva al siguiente punto
Graham Gibbs en UK
Cuatrimestre que se queda en trimestre
El verde es por el color del césped el país que mas estudiantes erasmus recibe
Demostró que, aunque a largo plazo (2 años) la mayoría de los alumnos que cursan estudios universitarios muestran un progreso moderado en desarrollo de competencias para razonamiento critico y escritura, pero hasta un tercio de los alumnos estudiados muestran una disminución en estas competencias.
Los procesos de acreditación de titulaciones no van a entrar en esto.
Tal vez son preguntas dificiles de responder sin embargo si podemos responder a la tercera
Academicamente a la deriva limitado aprendizaje en los campus universitarios
De este licbro Bill Gates dijo "Before reading this book, I took it for granted that colleges were doing a very good job." Parece que después de leer este libro no tendrán nada claro que las universidades estuviesen haciendo un buen trabajo.
Cambio disruptivo y gradual
Meor student learning vs. More teacher work
Y pienso que si estamos aquí es por que somos ese tipo de profesores comprometido con el aprendizaje de sus alumnos
Es una question retorica n otenemos tiempo
Saltarse el detalle
Linda y Antonia
Retomamos aquí en valladolid
Aquí tenemos un ejemplo de cuestionario on line
Un PEPEOLA sobre preguntas de gamifcación
But we have no time to go into details we have to go to practical aspects
Preguntarse . . . ¿Cómo se puede hacer realidad una cosa maravillosa? ese es el trabajo del alquimista
Cuando la primera promoción de una asignatura en la que implantamos el sistema de fomento y comprobación del estudio previo finaliza la asignatura podemos usar sus calificaciones en los exámenes de integración para animar a realizar el estudio previo a los alumnos del siguiente curso. Para ello suelo mostrarles en la presentación de la asignatura el siguiente gráfico y les pido que lo interpreten: si estas fuesen las notas obtenidas en distintas asignaturas cuál diríais que es una María cuál una ruleta rusa y cuál un hueso. Les dejo contestar y al final les revelo la verdad: no son tres asignaturas. Son la misma asignatura, concretamente la que están empezando ese día y las tres distribuciones de calificaciones se corresponden a distintos subgrupos de alumnos. La columna de la izquierda son aquellos alumnos que hicieron caso omiso de nuestros consejos y por tanto no realizaron el estudio previo de ningún tema y suspendieron todos (afortunadamente eran muy pocos). La columna del centro son las calificaciones de aquellos alumnos que realizaron el estudio previo de algún tema pero en la mayoría de los temas no lo hicieron. Finalmente la columna de la izquierda son los alumnos hicieron caso a los consejos de sus profesores y realizaron el estudio previo en más de la mitad de los temas.
Que significan segmentos rojos
Cual es un hueso y cual una María
Preguntarse . . . ¿Cómo se puede hacer realidad una cosa maravillosa? ese es el trabajo del alquimista
No tenemos tiempo para detenernos en detalles
Learning Results and student safisfaction improve in university courses by preparatory study, gamificaciónand flipped learning forte
Reconozcamos la realidad
8/17
10/15
Es como si para medir el paro usamos como medida el millón de parados un cambio de +1 o -1 es muy grande es la diferencia
El efecto de reducción de la tasa de fracaso sólo se observa cuando logramos que estudien aquellos alumnos que normalmente no lo hacen hasta que llega el examen.
el método flipped te fuerza a cambiar y mejorar tus hábitos.