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.
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
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
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.
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
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
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.
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.
In this Presentation, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start with a short introduction into the Flipped Classroom concept. At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is introduced for the whole study program. Based on this experience and accompanying studies we can report about various Flipped Classroom examples of teaching Knowledge Management
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
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 - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
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.
conferencia Zaragoza Flipped learning y gamificación, una combinación ganador...Alfredo Prieto Martín
El problema del abuso de las clases expositivas. El modelo de aprendizaje inverso facilita la implementación de métodos de enseñanza activos e inductivos. La gamificación del flipped learning logra que mas alumnos hagan el estudio previo y participen activamente en las actividades de clase. Combinamos flipped learning, gamificación y métodos de trabajo en equipo japoneses.
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.
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.
In this Presentation, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start with a short introduction into the Flipped Classroom concept. At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is introduced for the whole study program. Based on this experience and accompanying studies we can report about various Flipped Classroom examples of teaching Knowledge Management
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
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 - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
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.
conferencia Zaragoza Flipped learning y gamificación, una combinación ganador...Alfredo Prieto Martín
El problema del abuso de las clases expositivas. El modelo de aprendizaje inverso facilita la implementación de métodos de enseñanza activos e inductivos. La gamificación del flipped learning logra que mas alumnos hagan el estudio previo y participen activamente en las actividades de clase. Combinamos flipped learning, gamificación y métodos de trabajo en equipo japoneses.
Novena décima sesion why flipped learning works por que funciona el aprendiza...Alfredo Prieto Martín
Novena y décima sesión del segundo experto en métodos educativos innovadores Se explica por qué el modelo de aprendizaje inverso produce más y mejor aprendizaje why flipped learning works
Factores críticos para el éxito en la implementación del flipped learningAlfredo Prieto Martín
Se repasan las tareas que el profesor debe afrontar para implementar el flipped learning con éxito. Se analizan las fases más importantes en su implementación
Se describe lo que haremos en este taller de 20 horas presenciales y más de trabajo no presencial para aprender a implementar el modelo flipped en nuestras asignaturas
Flipped Classroom - das konsequente Blended LearningKarlheinz Pape
Darstellung von Idee und Umsetzung des Flipped Classroom-Idee in Schule und Hochschule. Der Flipped CLassroom ist auch sehr gut in der betrieblichen Weiterbildung anwendbar. Es geht eigentlich um das "Umdrehen des Lernens". Lernende welchseln vom passiven in den aktiven Modus - wenn die bisher "Lehrenden" zu Lernbegleitern werden.
Presentación sesión presencial del taller flipped learning Universidad de Va...Alfredo Prieto Martín
Diapositivas para la sesión presencial del taller para la Universidad de Valencia de implementación del flipped learning y flipped classroom en enseñanzas universitarias
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.
Se presenta un taller en cuatro sesiones para profesorado universitario sobre iniciación a la pedagogía inversa. Se trataran métodos para el fomento del estudio previo, flipped calssroom y flipped learning
Se revisan ordenados por su orden de prioridad las tareas de preparación previa a un curso de formación del profesorado en flipped learning en la Universitat de Lleida
Making Spaces For Cases: Using lecture capture tools to promote "flipped lear...Chris Willmott
These slides are from a presentation I gave at the Cambridge Consortium for Bioethics Education (Paris, July 2016). Interested parties should note this is most definitely *not* a "how to" guide - the talk describes frustrations regarding engagement with "flipped" videos which the students were expected to watch prior to more interactive lecture slots. Some suggestions for how this might be (partially) resolved in the forthcoming academic year are noted.
Provision of personalized feedback at scale using learning analyticsAbelardo Pardo
The increasing presence of technology mediation offers an unprecedented opportunity to use detailed data sets about the interactions that occur while a learning experience is being enacted. Areas such as Learning Analytics or Educational Data Mining have explored numerous algorithms and techniques to process these data sets. Additionally, technology now offers the opportunity to increase the immediacy of interventions. However, not much emphasis has been placed on how to extract truly actionable knowledge and how to bring it effectively as part of a learning experience. In this talk, we will use the concept of feedback as the focus to establish a specific connection between the knowledge derived from data-analysis procedures and the actions that can be immediately deployed in a learning environment. We will discuss how there is a trade-off between low-level automatic feedback and high-level complex feedback and how technology can provide efficient solutions for the case of large or highly diverse cohorts.
Designing Engaging Learning Experiences in Digital EnvironmentsAbelardo Pardo
Talk about how to address the design of learning experiences in the current digital environments and how to take into account the student perspective, motivation, feedback, and other various aspects.
Active learning methods are known to improve academic achievement. Flipped learning takes advantage of preparation activities to increase student engagement. But how do we approach the design of such experiences?
The role of data in the provision of feedback at scaleAbelardo Pardo
The abundance of data in learning environments poses both a potential and a challenge. Improvements in the student experience need a strong connection between data, learning design and the delivery platform. In this talk we explore some ideas on how to establish this connection with respect to feedback.
Feedback at scale with a little help of my algorithmsAbelardo Pardo
Talk exploring how to use data to provide scalable feedback in learning experiences. The solutions explored propose the use of algorithms to enhance how humans instructors provide feedback to students more effectively
Analytics to understand learning environmentsAbelardo Pardo
Seminar for the CHAI Group at The University of Sydney. A summary of the initiatives I have worked on in the past years plus a brief account of my current work.
The role of data in the provision of feedback at scaleAbelardo Pardo
Technology mediation allows to capture comprehensive data sets about interactions occurring in learning experiences. Although these data sets have the potential of increasing the insight on how learning occurs, their use strongly depends on two aspects: the data has to be properly situated in the learning design, and the insights derived need to be translated into actions. In this talk we will explore how to establish this connection for the case of the provision of feedback. We will approach the problem from the point of view of intelligence amplification, that is, how data can support instructors to provide better support to learners through feedback. The talk will discuss some preliminary results from the Ontasklearning.org project.
A Better Way to Design & Build Immersive E Learningnarchambeau
Learn design techniques that take you beyond typical templates, thus making your e-learning more relevant and effective. You’ll see what constitutes effective e-learning, a method for designing e-learning that is more effective and efficient than other models, and how to create robust e-Learning lessons without having to know scripting or programming.
Providing personalised student support in blended learning at scaleAbelardo Pardo
Blended learning environments can be used to deploy strategies to increase student engagement in learning experiences. However, for these strategies to be effective, this increase in engagement requires an increase in student support which can pose serious challenges for large cohorts. The increase in technology mediation offers unprecedented opportunities to collect information
about how students interact in a learning environment. Can this data be used to provide student support at scale? Is it feasible to blend data management techniques as part of a learning design to provide personalised suggestions to students? This talk will offer various practical examples of personalised
student support actions in the context of a large flipped classroom.
Connecting Pedagogical Intent with Analytics in a Flipped ClassroomAbelardo Pardo
Description of how to use learning analytics techniques to collect evidence about student engagement while preparing a flipped classroom. A case study is presented in which students interact with various electronic resources and a measure of such engagement is produced and returned to them.
How to approach the design of flipped classroom. Discuss the rational and motivation to adopt flipped learning, the use of resources and the steps designing a module.
This presentation shares the different types of assessment, formative and summative with ideas and tools to support the management and implementation of these assessments.
Using data to provide personalised feedback at scaleAbelardo Pardo
The current state of higher education has increasing pressure over academics to offer high quality experience at scale. But what could be the actions that can be deployed to achieve this increase? What would be a good guiding principle to decide these actions? In this talk we explore first the possibility of using feedback and a coach mentality to provide student support, and then how data can help us scale that technique. There are examples of potential scenarios to deploy this at the level of a course, program or overall student experience.
Using OnTask for Student Coaching in Large Student CohortsAbelardo Pardo
The provision of student feedback is a challenging and resource intensive
task for any instructor but at the same time it has the potential of
significantly improve the overall quality of a learning experience.
This challenge is magnified even further in the context of large student
cohorts. Current initiatives such as the one captured by the OnTask project
have explored how to use data about student engagement to support instructors
of large student cohorts in this process. But despite the use of technology
there are still important aspects to consider. What is the ideal tone of the
message? Should they focus on the material? Assessments? Strategies? How
often is idea to send these messages? In this talk we will cover some
principles and examples of how instructors are addressing the problem.
Facilitating feedback processes at scale through personalised support actionsAbelardo Pardo
As education keeps advancing into the era of ubiquitous data availability there are certain challenges that are also increasing. The connection between data and direct improvements or benefit for students in terms of the overall quality of the learning experience is still an area under significant evolution. Learning analytics promises the use of data to improve learning experiences, but bridging the distance between widespread data availability and meaningful, effective and relevant actions informed by this data is still important. The current focus when considering the use of data tends to gravitate towards institutional interventions that target only a subset of the students (e.g. those at risk of dropping a course or abandoning the institution). But the student experience is much more complex and varied.
In this talk we will describe OnTask, a platform and approach to facilitate the connection between data and actions in the context of a learning experience. The framework used by the tool contains a generic architecture to simplify the combination of multiple data sources under a single data structure with an intuitive design of rule-based personalized support actions that can be scaled to large student cohorts. OnTask approaches the problem from the benefits of feedback processes that rely on a conversation between students and instructors at the level of a course.
Articulating the connection between Learning Design and Learning AnalyticsAbelardo Pardo
Learning analytics is a discipline that uses data captured by technology during a learning experience to increase our level of understanding, increase its quality, and improve the environment in which it occurs. But these experiences need to be designed first. In this talk we start from the statement that there is no such thing as a neutral design. In the era of increasing technology mediation Learning experiences need to be designed considering the capacity to capture data, the possibility of making sense and derive knowledge from the data, and the need to act on that knowledge. In this talk we will explore some initiatives to make these connections explicit in a learning design. Using a flipped learning experience, we will explore how to embed data and data analysis as part of the design tasks.
Exploring hands-on multidisciplinary STEM with Arduino EsploraAbelardo Pardo
In this presentation we describe the Madmaker project. The use of Arduino Esplora to promote STEM activities in High Schools. It contains a description of our approach and data derived from the evaluation.
One of the objectives of the recently created Faculty of Engineering and IT Education Innovation unit is to promote "sustained innovation" in engineering educaiton. Innovation is a word that gets thrown around quite frequently and it is assumed we all know what it means. In recent times the term appears in more complex expressions such as "sustained innovation" or
"culture of innovation". Organisations in general are facing challenges to go from stating the intent of adopting a culture of innovation and actually achieving it. Engineering and IT education is no exception. In fact, there are recent studies that point to the disparity of perception among academics about
what exactly means innovation in the context of learning and teaching engineering and IT disciplines. In this session we will discuss several elements that need to be present for innovation to occur and collaboratively distil some conditions that would provide the right climate so that learning and teaching innovation flourishes in the faculty.
The role of institutional data in Learning AnalyticsAbelardo Pardo
Learning analytics has the potential of improving how higher education institutions operate. A significant portion of this potential derives from the use of institutional data. In this talk we review the role of these units in achieving institutional capacity and show some examples of the type of solutions possible at the level of instructors.
Generating Actionable Predictive Models of Academic PerformanceAbelardo Pardo
Exploring predictive models that are closer to action by instructors. The talk proposes the use of hierarchical partitioning algorithms to produce decision trees that can be used to divide students into groups and simplify how feedback is provided.
Exploring the relation between Self-regulation Online Activities, and Academi...Abelardo Pardo
Can we combine self-regulation indicators with digital footprints to understand how students learn? This talk describes a case study with a first year engineering course exploring this problem.
Data2U: Scalable Real time Student Feedback in Active Learning EnvironmentsAbelardo Pardo
Active learning environments require sustained student engagement in learning scenarios. Can we use data to provide feedback in real time about this participation?
Scaling the provision of feedback from formative assessmentAbelardo Pardo
Informal notes about a presentation in the New South Wales Learning Analytics Work group about how to send meaningful feedback to a large student cohort using learning analytics and semi-automatic processing.
Using data to support active learning experiencesAbelardo Pardo
How can you leverage the use of data to improve a learning experience? Learning analytics helps increase the accuracy of how we perceive the complexity of a learning scenario. In this talk I present some suggestions and an example of how to achieve this.
Will Learning Analytics Transform Higher Education?Abelardo Pardo
Discussion on the elements, actors, cultural change and scenarios that are related to Learning Analytics in Higher Education Institutions. Presentation given at the Digital Education Show Asia, Kuala Lumpur, June 2015
Technology for Active and Personalised Engineering EducationAbelardo Pardo
What type of educational technology is better suited for engineering education? What are the possible improvements? In this talk I present how educational technology can be used to improve engineering education and provide some samples of my past and current research.
Combining Observational and Experiential Data to Inform the Redesign of Learn...Abelardo Pardo
Approached the redesign of a course from two viewpoints. Based solely on observational data, and solely on experiential data. Then we combined them and see the different conclusions reached regarding the redesign. Presented at the Int. Conference on Learning Analytics and Knowledge, Poughkeepsie, NY
Slides of the hands on seminar at UNSW with Negin Mirriahi. We first selected a learning outcome from your course, and then work our way from there to a set of activities to orchestrate before and during the face to face time.
Analytics for decision making in Learning EnvironmentsAbelardo Pardo
Presentation given at the IARU EdTech Horizons Workshop about learning analytics, the main stages in the process, some examples, and finally, how to approach it from the institutional and course level.
The use of data and analytics to guide the improvement of learning experiencesAbelardo Pardo
Invited talk given at the International Forum on Big Data Analysis for Learning Improvement. It explains what is Learning Analytics, which aspects should be targeted by this emerging area, the algorithms and possible interventions that are derived, and finally the view from the point of view of two key stakeholders: instructors and students.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. Abelardo Pardo Designing Effective Flipped Learning Experiences 4
Simple information transfer is not working
Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51.
Krugazorflickr.com
5. Abelardo Pardo Designing Effective Flipped Learning Experiences 5
JuantanKwonflickr.com
Unprecedented amount
of learning opportunities:
resources, spaces,
formats, devices, etc.
6. Abelardo Pardo Designing Effective Flipped Learning Experiences 6
HungarianSnowflickr.com
More complex decisions
Unlimited choices
• Recorded lectures
• Lecture notes
• Collections of previous questions/answers
• etc.
7. Abelardo Pardo Designing Effective Flipped Learning Experiences 7
Philhearingflickr.com
Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition
(pp. 282-312). New York, NY: Oxford University Press.
CarstenTolkmitflickr.com
RationalAutomatic
8. Abelardo Pardo Designing Effective Flipped Learning Experiences 8
Beware of technology pushing us
away from rational thinking
JenRflickr.com
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"There is no such thing as a neutral design"
JeremyBrooksflickr.com
Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.
10. Abelardo Pardo Designing Effective Flipped Learning Experiences 10
Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.
“People make good choices in contexts in
which they have experience, good
information, and prompt feedback"
DerekBruffflickr.com
11. Abelardo Pardo Designing Effective Flipped Learning Experiences 11
TomHawkflickr.com
• Approach the design as if you were a
choice architect.
• Help students to make the right
decisions.
• Every small detail counts!
13. Abelardo Pardo Designing Effective Flipped Learning Experiences 13
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom ASHEERIC Higher Education Report No. 1.
Washington, DC, USA: George Washington University.
Active
Learning
Any instructional method
that engages students in the
learning process.
Active learning requires
students to do meaningful
learning activities and think
about what they are doing.
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-NACH-flickr.com
Understanding
Applying
Analysing
Evaluating
Creating
InLectureTutorial/Assignments
Revised Bloom’s Taxonomy
Pohl, M. (2000). Learning to think
thinking to learn: Models and strategies
to develop a classroom culture of
thinking. Hawker Brownlow Education.
Cognitive Skills
Remembering
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-NACH-flickr.com
Understanding
Applying
Analysing
Evaluating
Creating
PrepareLecture/Tutorial
Revised Bloom’s Taxonomy
Pohl, M. (2000). Learning to think
thinking to learn: Models and strategies
to develop a classroom culture of
thinking. Hawker Brownlow Education.
Cognitive Skills
Remembering
17. Abelardo Pardo Designing Effective Flipped Learning Experiences 17
SamAbrahamflickr.com
Blended Learning
Frontier between physical and virtual spaces is blurring
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1. Think in three spaces
Towards higher order skills
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2. Keep the outcome in mind while designing
After this lecture/week
students should…
CCSUNZ2013flickr.com
28. Abelardo Pardo Designing Effective Flipped Learning Experiences 28
Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/
Used in large classes
29. Abelardo Pardo Designing Effective Flipped Learning Experiences 29
1.Use the theatre areas (five)
2.Assign an identifier to each area
3.Assign a digital gate to each area
4.Show input values. Students raise hand if output is 1
5.Acknowledge the fastest area in the theatre
6.Repeat from step 3 changing the assignments
Outcome: Understand how digital gates work
31. Abelardo Pardo Designing Effective Flipped Learning Experiences 31
Hattie, J. A. (1999). Influences on student learning. Inaugural professorial address, University of Auckland, New Zealand
If you could choose one…
• More than 500 meta-analyses
of student achievements
• 100 factors with potential
influence
• Feedback in top five
• (74 meta-analyses) Most
effective form: video, audio,
computer-assisted
instructional feedback, and/or
related goals
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Krause, K.-L., Hartley, R., James, R., & McInnis, C. (2005). The First Year Experience in Australian Universities: Findings from a
decade of National Studies. University of Melbourne: Centre for the Study of Higher Education.
Eleafflickr.com
The feedback question gets systematically
lower values in student surveys
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Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
doi:10.3102/003465430298487
ChrisBallardflickr.com
Feedback Levels
1. Task Level (understanding, performance)
2. Process Level (what to do to understand, perform)
3. Self-regulation level (detecting and directing effort)
4. Self level (personal evaluation and affect)
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Students are less likely to
engage in pre-class activities if
they are not interactive, do not
provide formative feedback,
and not coherently linked with
the face-to-face activities
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher
Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002
DanKlimkeflickr.com
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No statistically significant difference in the rating of feedback (2013 edition,
M=3.25, SD=0.97; 2014 edition, M=3.35, SD=1.03); t(389.78) = -0.97, p <0.17
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You should take a more
careful look at how symbols
are encoded in the video.
Would you be able to encode/
decode UAL symbols without
looking at the video?
Good initial work. However,
did you understand the trick
to handle encoding with a
variable number of bits?
Would you be able to provide
an example?
Good work. Would you be
able to come up with your
own machine language and
your encoding scheme?
Remember that it has to be
unambiguous.
Thorough work with the task
about machine language
encoding. Give it a quick
review before the midterm.
Q1 Q2 Q3 Q4
Instructor
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Liu, D. Y.-T., Bartimote-Aufflick, K., Pardo, A., & Bridgeman, A. J. (2016). Data-driven Personalization of Student Learning Support in
Higher Education. In A. Peña-Ayala (Ed.), Learning analytics: Fundaments, applications, and trends: A view of the current state of the
art. In preparation: Springer.
• Upload student listing
• Upload indicators per
student
• Write filters or rules
• Contact selected
students with
personalised email
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IF [video 3.9.5 not watched] THEN “…."
ontasklearning.org
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• Support instructors to
create personalised
feedback
• Simple rule-base
knowledge encoding
• Provide appropriate
view of data sources
• Scale to large and highly
diverse cohorts
• Open-source project
• First pilots in Q1/2 2017
• Tutorial in LAK 2017
• Contact us if interested
ontasklearning.org
47. Abelardo Pardo Designing Effective Flipped Learning Experiences 47
Jayneanddflickr.com
• Be aware of how technology affects engagement
• There is no neutral design. Choice architect.
• Think in blended space
• Prepare, Interact, Repeat
• The power of feedback
48. Designing Effective Flipped
Learning Experiences
A/Prof Abelardo Pardo (@abelardopardo)
Faculty of Engineering and IT
slideshare.net/abelardo_pardo
INED/MASTER Seminar
14 February 2017
SanAndreasflickr.com