EduTech for Flipped Learning

Dr. Melissa A. Bordogna
THE FLIPPED CLASSROOM
Workshop

Pre-workshop
Review
Designing
Pre-Class Elements
with EduTech
Designing In-Class
Elements with EduTech

CHAPTER TITLE
MAIN TOPIC / subtitle

Extrinsically Motivated Intrinsically Motivated

Igniting Intrinsic Motivation
• Curiosity
• Creativity
• Autonomy & Control
• Challenge & Mastery
• Contextualisation & Purpose
• Fun & Fantasy
• Social Interaction

CHAPTER TITLE
“All you can do, like a farmer,
is create the conditions under
which they [students] will
begin to flourish.”
― Sir Ken Robinson

CHAPTER TITLE
Extrinsically Motivated Learners
• extend minimal effort for maximal reward
• study less regularly
• show less excitement
• persist less
• use more surface level strategies
• have lower exam results
• are less interested in the course
Other Factors
• potential to decrease existing intrinsic motivation
(Lepper 1988; Simons 2004; Ryan and Deci 2000)

CHAPTER TITLE
Intrinsically Motivated Learners
• employ strategies that demand more effort
• process information more deeply
• prefer tasks that are more challenging
• will to put in greater effort
• show long-term retention of what was learned
• apply their knowledge more often than others
• perceive themselves as more competent
Other Factors
• identifying relevance of learning goals heightens motivation
• contextualising learning & applicability of skills
(Lepper 1988; Simons 2004; Ryan and Deci 2000)

Designing Pre-Class
Elements with
EduTech
Content
Creations
Content
Curation

Find ArrangeSelect Editorialise
Track *CreateEngage Share
Adapted from: Weisgerber & Butler, 2012

CHAPTER TITLE
EduTech
Tools

Pinterest
WHAT IS IT?
Technically a pin board. EduTech use as a content
curation tool.
Gather and comment on relevant web-based images,
readings, video and more. Create a class ‘magazine’
where you drip feed content to the students.
Students can also contribute commentary to each pin or
create their own sharable boards.

Pinterest—Under the Hood
HIGHLIGHTS
 Curate content
 Organise ideas
 Have students photo journal
 Start a conversation
COST
 FREE & Unlimited boards
Have A PLAY!
 www.pinterest.com

Scoop.It
WHAT IS IT?
It is a curation tool.
Create a ‘magazine’ based on topic. Add
insights to contextualise the content.
It is great place to pull together readings and
videos from the web that you want you
students to consume.

Scoop.It—Under the Hood
HIGHLIGHTS
 Share readings & videos
 Critique Content
 Keep track of online research etc.
 Drip feed content
 *Publish as a newsletter
COST
 FREE, 1 Topic
 $132 USD yearly, 5 Topics
Have A PLAY!
 www.scoop.it

thinglink
WHAT IS IT?
Tagging tool—create interactive images and
videos
Tag with links or rich media content
Accessible across devices

thinglink—Under the Hood
HIGHLIGHTS
 Create more interesting content
 Have students create thinglinks
 Share url, via social media or embed in LMS
COST
 FREE—1 group of 100 students, basic tagging
 $35 USD yearly—30 groups & 1000 students,
advanced tagging, rich text tags + more
Have A PLAY!
 www.thinglink.com

GoConQr
WHAT IS IT?
Create compelling learning resources with
their free Mind Map, Flashcard, Note, Slide
& Quiz Making Tools.

GoConQr—Under the Hood
HIGHLIGHTS
 Crowd-sourced library—3 million + learning resources
 Build & share learning communities quickly
 Create groups, discuss, share & even private message
 Create Mind Maps, Flashcards, Notes, Quizzes & Slides
 Great for Project-based learning—student groups
COST
 FREE—3 subjects, 20 public resources, 0 private resources
 Premium + $40 USD yearly—25 subjects, 500 public & 500
private resources, no ads
Have A PLAY!
 www.goconqr.com

Pearltrees
WHAT IS IT?
Yet another way to organise and curate content.
Save web pages, files, photos or notes and organize
them naturally.
Explore amazing collections that relate to your
interests and subscribe to their updates.

Pearltrees—Under the Hood
HIGHLIGHTS
 Visual in nature
 Mobile friendly
 Sharable but NOT embeddable
 *Annotate
COST
 FREE, 2GB of storage
 $25 USD per year—20 GB, private collections
 $45 USD per year—200 GB, customize everything
+ Annotate & Edit
Have A PLAY!
 www.peartrees.com

Blendspace
WHAT IS IT?
Specifically designed to work with the flipped classroom.
Lessons are created using curated and created content.

Blendspace—Under the Hood
HIGHLIGHTS
 Students can comment or take note
alongside the content
 Build-in assessments
 Annotate & collaborate
 Track participation
 Searchable gallery
COST
 FREE
Have A PLAY!
 www.blendspace.com

LiveBinders
WHAT IS IT?
Virtual 3-ring binder! Serves as a
central, organised repository for online
materials.
Combine with other EduTech Tools…

LiveBinders—Under the Hood
HIGHLIGHTS
 Create a binder for each subject
 Organise under tabs and sub-tabs
 Embeds videos, webpages, images etc
 Able to add your own documents, images &
commentary
 Share url, via social media or embed in LMS
COST
 FREE—10 binders, 100 MB storage
 $48 USD per year—Unlimited binders, 1 GB storage
 $120 USD per year—Unlimited binders, 50 GB storage
Have A PLAY!
 www.livebinders.com

CHAPTER TITLE
Content
Creation

Design ProduceGatherScript
Track ReviewEngage Publish
Adapted from: Weisgerber & Butler, 2012

 Multimedia principle
 Spatial contiguity principle
 Temporal continuity principle
 Coherence principle
 Modality principle
 Redundancy principle
Mayer’s Multimedia Learning Theory Principles
Design

Adobe Voice
WHAT IS IT?
Video creation app. Voice helps you create
stunning animated micro lessons in minutes.
No filming – just talk. Pick from over 25,000
images or use your own. Voice automatically
adds cinematic motion and a soundtrack.

Adobe Voice—Under the Hood
HIGHLIGHTS
 Video creation app—Quick & easy to use
 iPad ONLY 
 Image library available
 Import your own images
 Quick record your own voice
 Great for students too!
COST
 FREE
Have A PLAY!
 standout.adobe.com/voice/

Explain Everything
WHAT IS IT?
Interactive screen-casting, whiteboard app
Easy to use. Can do video within video and
all sorts of other animation.
Available as an app across mobile devices &
tablets

Explain Everything—Under the Hood
HIGHLIGHTS
 Create engaging content for self-paced learning
 Objects = Pdfs, videos, images, text
 Lots of free online tutorials
 Export in multiple formats & share
COST
 $4.99 app purchase
Have A PLAY!
 www.explaineverything.com

CHAPTER TITLE
WHAT IS IT?
Animated videos & presentations
Easy as PowerPoint with many templates
PowToon & Slides

CHAPTER TITLE
HIGHLIGHTS
 Creates engaging content
 Challenge students to can create their own PowToon's or
Slides!
COST
 FREE Edu account—up to 60 student licenses
 $5 for each additional 30 student licenses
Have A PLAY!
 www.powtoon.com
PowToon—Under the Hood

Educanon
WHAT IS IT?
Delivers videos like you teach. Create and
share interactive video lessons
Create your own videos or use web content.
Tailor by interjecting formative assessments
during the delivery.

Educanon—Under the Hood
HIGHLIGHTS
 Promotes self-paced learning
 Prevents skipping content
 Printable worksheets
 Share url or Embed in LMS or Quick code access
COST
 FREE, unlimited students, create unlimited “bulbs” (videos)—
other functionality is limited
 $89 USD per year, more editing control, ALL types of question
types, student can create video, printable worksheets, &
export grades
Have A PLAY!
 www.educanon.com

Designing In-Class
Elements
Physical
Space
Gamification
Learning
Methods
Tips &
Tricks

CHAPTER TITLE
Active
Learning
Methods

Inquiry-
Based
ConstructivismExperiential
Project-
Based
Problem-
Based

Tool #1
WHAT IS IT?
Technically micro-blogging. EduTech use as a discussion
or reporting device or teach a micro-lesson.
Create or track a #hashtag , follow an issue or topic and
connect as a community. Student can ask questions in
the moment or make comments.
Twitter is not only text-based, images and short videos
can be added too. Use it to take survey students as part
of a scavenger hunt or to conduct a Twitter recap at the
end of the day.
Twitter & #hashtags

Twitter—Under the Hood
Tool #1
HIGHLIGHTS
 Productive use of their phones!
 Revision
 Conversation
 Applications are endless
COST
 FREE—make multiple accounts or multiple hashtags
Have A PLAY!
 www.twitter.com

Poll Everywhere
Tool #4
WHAT IS IT?
Live audience participation via text
messages or the web.
Conduct polls through an add-in to
PowerPoint or run via a web browser.

Poll Everywhere—Under the Hood
Tool #4
HIGHLIGHTS
 In the moment
 Reinforces content
 Increases participation
COST
 FREE up to 25 users per poll
 $19 per month 50 users per poll + reporting & grading
Have A PLAY!
 www.polleverywhere.com

Seesaw
Tool #3
WHAT IS IT?
Digital learning portfolio capturing learning
with photos and videos of physical work, or
by adding digital creations.
Everything is very organised for the teacher.
Access via any device.

SEESAW—Under the Hood
Tool #3
HIGHLIGHTS
 Students “show what they know”
 Helps capture the learning “process”
COST
 FREE up to 10 classes at a time
Have A PLAY!
 web.seesaw.me

CHAPTER TITLE
Physical
Space

CHAPTER TITLE
Share with the person next to you, how you have
changed the physical space to meet
student/lesson learning needs.
How successful was it?
Would you do it different next time? How so?

Gamification is using game-based
mechanics, aesthetics and game thinking to
engage people, motivate action, promote
learning, and solve problems (Kapp 2012, p. 10).

Structural
Gamification
Content
Gamification
(Kapp 2012)

CHAPTER TITLE
WHAT IS IT?
Immersive structural gamification wrapped
around current content in a fantasy realm.
While the learning content may not be
‘fantasy’ the activities and challenges in the
fantasy world propel the learners through
the content.
Class Craft

CHAPTER TITLE
Class Craft—Under the Hood
HIGHLIGHTS
 Promotes collaboration
 Improves class behaviour
 Use “Boss Battles” to create new and
interactive ways of performing assessments
 Offers self-correcting quizzes
COST
 FREE—Unlimited students & Full game
experience
 $96 USD per year—includes gamified LMS & in-
class quests
Have A PLAY!
 www.classcraft.com

CHAPTER TITLE
WHAT IS IT?
Learning games—Create your own!
Zero setup time, no player accounts required & one
click gameplay
Works on all devices with an Internet connection
Kahoot

CHAPTER TITLE
HIGHLIGHTS
 Fosters social learning—Quiz, Discussion, Survey
 Deepens pedagogical impact
 Offers individual & group feedback
 Connect & play in real-time with others globally using screen
sharing!
 Challenge student to can create their own kahoots!
COST
 FREE—to create & play!
Have A PLAY!
 getkahoot.com
Kahoot—Under the Hood

CHAPTER TITLE
Flippin’ Tips & Tricks
Design It
Curate FIRST, then Create
Be direct, be powerful, and be gone.
Address
Tech Equity
Build in HABITS
Give up SOME control
Step
Aside Reflection
is KEY
Don’t teach in new ways and assess in old ways

Melissa@gednet.com.au
SavvyAcademic
Dr. Melissa A Bordogna
Gamification & Learning
LET’S CONNECT!
www.thesavvyacademic.com
www.gednet.com.au

Berrett, D. (2012). How ‘Flipping’ the Classroom Can Improve the Traditional Lecture. Retrieved from http://chronicle.com/article/How‐
Flipping‐the‐Classroom/130857/
Bennett, Roger, Barkensjo, ANNA. (2005). Characteristics of Academically Excellent Business Studies Students in a
Post-1992 University. Research in Post-Compulsory Education, 10, 1, 5-26
Bergmann, J. & Sams, A. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day via Google
Books by International Society for Technology in Education.
Bruff, D. (2012). Flipped Classroom – Best Practices. Retrieved from http://prezi.com/‐yrrp4lyodap/flipped‐classrom‐best‐practices/
Butt, A. (n.d.). Student views on the use of lecture time and their experience with a flipped classroom approach.
SSRN Journal, P35 (Australian National University)
Caldarera, J. (2013) Flipping Out. Retrieved from http://derekbruff.org/?p=2108
Deci, E.L., Koestner, R., & Ryan, R.M. (1999). A meta-analytic review of experiments examiningcthe effects of
extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–688.
Resources

Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
Press.
Demski, J. (2013). 6 Expert Tips for Flipping the Classroom. Retrieved from http://campustechnology.com/articles/2013/01/23/6‐expert‐tips‐for‐
flipping‐the‐classroom.aspx
Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality.Psychological Review,
95, 256–273.
Eccles, J.S., & Wigfield, A. (1995). In the mind of the actor: The structure of students’ achievement task values and
expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215–225.
Elliot, A.J., McGregor, H.A., & Gable, S.L. (1999). Achievement goals, study strategies, and exam performance: A
mediational analysis. Journal of Educational Psychology, 91, 549–563.
Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal
of Personality and Social Psychology, 72, 218–232.
Elliot, A.J., & Harackiewicz, J.M. (1996). Goal setting, achievement orientation and intrinsic motivation: A mediational
analysis. Journal of Personality and Social Psychology, 66, 968–980.

Fairchild, Amanda J., Horst, S. Jeanne, Finney, Sara J., Barron, Kenneth E., (2005). Evaluating existing and new validity
evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30, 3, 331-358
Gilboy, M., Heinerichs, S. and Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal
of Nutrition Education and Behavior, 47(1), pp.109-114.
Hanover Research (2013). Best Practices for the Flipped Classroom.
Retrieved from http://www.hanoverresearch.com/2013/10/best‐practices‐ for‐the‐flipped‐classroom/
Harackiewicz, J. M., Barron, K., & Elliot, A.J. (1998). Rethinking achievement goals: When are they adaptive for college
students and why? Educational Psychologist, 33, 1–21.
Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the
theory of internalization. Japanese Psychology Research, 39, 98–108.
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
Heyman, G.D., & Dweck, C.S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive
motivation. Motivation and Emotion, 16, 231–247.
Higgins & A.W. Kruglanski (Eds.), Motivational science: Social and personality perspectives. Key reading in social
psychology. Philadelphia, PA: Psychology Press/Taylor & Francis.

Knowles, Malcom S., Holton, Elwood F. III, & Swanson, Richard A. (2005). The Adult Learner: The Definitive Classic in Adult
Education and Human Resource Development (6 th ed.). Burlington, MA: Elsevlier
Lens, W. (2001). How to combine intrinsic task-motivation with the motivational effects of the instrumentality of present tasks
for future goals. In A. Efklides, J. Kuhl & R.M. Sorrentino (Eds.),Trends and prospects in motivation. Dordrecht, The
Netherlands: Kluwer.
Lens, W., & Rand, P. (1997). Combining intrinsic goal orientation with professional instrumentality/utility in student
motivation. Polish Psychological Bulletin, 28, 103–123.
Lorenzetti, J. (2013). How to Create Assessments for the Flipped Classroom. Retrieved from
http://www.facultyfocus.com/articles/instructional‐design/how‐to‐create‐ assessments‐for‐the‐flipped‐classroom/
Makice, K. (2012).Flipping the Classroom Requires More than Video. Retrieved from http://www.wired.com/geekdad/2012/04/flipping‐the‐ classroom/
Malmberg, Lars-Erik (2005). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching
& Teacher Education, 22, 1, 58-76.
McClelland, D. (1961). The achieving society. Princeton, NJ: Van Nostrand.
Nolen, S.B., & Haladyna, T.M. (1990). Personal and environmental influences on students’ beliefs about effective study
strategies. Contemporary Educational Psychology, 15, 116–130.

Müller, Florian H., Louw, Johann. (2004). Learning environment, motivation and interest: Perspectives on
self-determination theory. South African Journal of Psychology, 34, 2, 169-190.
Ngaosuvan, Leonard, Mäntylä, Timo (2005). Rewarded remembering: Dissociations between self-rated
motivation and memory performance. Scandinavian Journal of Psychology, 46, 4, 323-330.
O'Flaherty, J. and Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review.
The Internet and Higher Education, 25, pp.85-95.
Pajares & T. Urdan (Eds.), Academic motivation of adolescents. Greenwich, CT: Information Age
Publishing.
Pintrich, P.R., & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom
academic performance. Journal of Educational Psychology, 82, 33–40.
Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new
directions. Contemporary Educational Psychology, 25, 54–67.
Ryan, R.M., & Connell, J.P. (1989). Perceived locus of causality and internalisation: Examining reasons for
acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.

Simmons, Joke, Dewitte, Siegfried, & Lens, Willy (2004). The Role of Different Types of Instrumentality in
Motivation, Study Strategies, and Performance: Know Why You Learn, So You’ll Know What You Learn! British
Journal of Educational Psychology. 74, 343-360.
Simons, J., Dewitte, S., & Lens, W. (2000). Wanting to have versus wanting to be: The effect of perceived
instrumentality on goal orientation. British Journal of Psychology, 91, 335–351.
Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance
orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology,89, 71–81.
Skaalvik, E.M., Vala´s, H., & Sletta, O. (1994). Task involvement and ego involvement: Relations with
academic achievement, academic self-concept and self-esteem. Scandinavian Journal of Educational
Research, 38, 231–243.
Vallerand, R.J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of
behavior: A prospective study. Journal of Personality, 60, 599–620.

Walsh, Kieran (2005). What's your motivation? British Medical Journal, 330, 7506, 1492-1492.
Wolters , C.A. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of
Educational Psychology, 90, 224–235.
Yamauchi, H., & Tanaka, K. (1998). Relations of autonomy, self-referenced beliefs and selfregulated
learning among Japanese children. Psychological Reports, 82, 803–816.
Zaleski, Z. (Ed.) (1994). Psychology of future orientation. Lublin, Poland: Towarzystwo Naukowe KUL.

EduTech for Flipped Learning

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to EduTech for Flipped Learning

Similar to EduTech for Flipped Learning (20)

Recently uploaded

Recently uploaded (20)

EduTech for Flipped Learning