Flipped Learning Workshop

•Download as PPT, PDF•

0 likes•409 views

This document summarizes a workshop on flipped learning. It discusses introducing flipped learning techniques, creating instructional videos, and planning in-class learning activities. The workshop covered why flipped learning is effective by engaging students in active learning. Presenters shared their experiences implementing flipped techniques and getting positive student feedback. Participants practiced creating short videos to explain concepts and discussed barriers to flipping their own classrooms. The document provides an overview of technologies for video creation, hosting, and polling students in class.

Education

Flipped Learning Workshop
Dr Nicki Newman
Pete Mella
Rob Pashley

In thissession…
• Introduction
• Why flip the classroom? (Nicki)
• Creating media (Rob)
• Learning activities (Pete)
07/25/16 © The University of Sheffield

How welearn
07/25/16 © The University of Sheffield
Lecture
Reading
Audio visual
Demonstration
Discussion
Practice/Doing
Teaching Others

Developing student’slearning skills
07/25/16 © The University of Sheffield
(Bloom 1956)

My Experience
• PG – Marketing
• 120-145 students per year
• 90%-95% international students (85% PRC)
• UG – Essentials of Marketing
• 265 students this year
• 50% international students (80% PRC)
07/25/16 © The University of Sheffield

Student feedback
07/25/16 © The University of Sheffield
‘Flip teaching is
really great. I
learned more from
this class than
others.’
‘Flip teaching is
really great. I
learned more from
this class than
others.’
‘Really enjoyed the
flipped teaching.
Loved the
interactive element
of the lectures.’
‘Really enjoyed the
flipped teaching.
Loved the
interactive element
of the lectures.’

07/25/16 © The University of Sheffield
‘Actively discuss in
class, so that we can
accept knowledge
easier.’
‘Actively discuss in
class, so that we can
accept knowledge
easier.’
‘The teacher gives us theory
video before the class and
do case study in the class.
These has enhanced my
understanding of this
course.’
‘The teacher gives us theory
video before the class and
do case study in the class.
These has enhanced my
understanding of this
course.’

Question: What’s stopping you?
• Discuss in small groups the barriers you
may face flipping the classroom.
• Make a plane
• Sent it to the front!
07/25/16 © The University of Sheffield

Mediacreation for flipped
learning
Rob Pashley

Meet theteam
07/25/16 © The University of Sheffield
Contact us: 0114 2223962
creativemedia@sheffield.ac.uk
www.sheffield.ac.uk/cics/creativemedia

Technical toolsfor flipped learning
• Video creation
• Video hosting
• Video interaction
• Video management
07/25/16 © The University of Sheffield

Flipped Learning Task (part 1)
• In a group decide a spokesperson. Using a
smart device (smartphone or tablet) record your
group’s spokesperson explaining a key concept.
• This concept can be Job or Teaching related.
• Explain the ke y co nce pt in a m anne r that
co m m unicate s it to so m e o ne who has no
e xpe rie nce o f yo ur Jo b / Te aching are a.
07/25/16 © The University of Sheffield

Flipped Learning Task (part 2)
• A member of your group takes the smart device
to another group and plays the video.
• Ho w e ffe ctive we re yo ur spo ke spe rso n’s
e xplanatio n? Was the ke y co nce pt e ffe ctive ly
co m m unicate d?
07/25/16 © The University of Sheffield

07/25/16 © The University of Sheffield
Staff Introduction to Creative
MediaCourse

A standard slide
• Only first word of slide title has initial capital
letter (except proper nouns)
• Don’t reduce this standard text size
• No punctuation usually needed in bullet points
• No more than six points per slide
• For subsidiary points don’t go below this second level
07/25/16 © The University of Sheffield

TurningPoint (clickers)
• Don’t have to rely on
students bringing devices
• No compatibility issues
• No wifi issues
• Expensive
• Availability issues
• Easy to lose
• Can only do multiple
choice questions
07/25/16 © The University of Sheffield

Bring Your Own Device(BYOD)
• Allows for a variety of rich
answers
• Students bring the gear
• Harnesses devices for
power of good!
• Relies on students
having/bring devices
• Relies on suitable
devices
• Relies on wifi coverage
07/25/16 © The University of Sheffield

Polling/responsesoftware
• LectureTools
• ResponseWare
• Socrative
• Nearpod
• PollEverywhere
• Google Forms
• Twitter
• Plickers07/25/16 © The University of Sheffield

Socrative…
• Go to b.socrative.com
• In student login type ‘79213’
• Enter a name (doesn’t have to be your real one!)
07/25/16 © The University of Sheffield

07/25/16 © The University of Sheffield
padlet.com/p_mella/flipped

Task:
• Work in small groups on your tables of 3
or 4.
• Spend a couple of minutes discussing:
“What activities could I introduce to my
class time?”
• Post an idea on the Padlet wall.
07/25/16 © The University of Sheffield

For moreinformation
Contact theTEL Team
TEL@Sheffield.ac.uk
http://tel.group.shef.ac.uk/
https://www.sheffield.ac.uk/cics/learningandteaching

This document discusses flipped learning and its implementation in an 8th grade English class. It introduces the teacher, Ruslana Shamanska, and provides an overview of flipped learning where students watch videos for homework and complete assignments in class with the teacher. Examples are given of activities used in a flipped lesson on the topic of mass media, including a warm-up discussion, developing listening skills by filling in lyrics, a press conference role play, and writing an article for homework. Questions are raised about best practices for flipped learning regarding student access and engagement.

Blended and flipped learning presentation prep for BEA Conference September 2016

Bernd Meyer

Blended and Flipped Learning involves combining digital content and online tools with traditional classroom activities. It allows teachers to differentiate instruction to address different learning styles and provide immediate feedback. The document discusses a teacher's implementation of blended learning in their business and commerce classes. They aim to use online instructional videos or "clips" to free up class time for collaborative tasks, questioning, and feedback. Students can access clips independently and are held accountable through tools to check understanding like Quizlet, Google Forms, and polls. The teacher creates their own instructional clips and finds blended learning supports critical thinking and extending understanding through various online collaboration tools.

Multidisciplinary Flipped Learning with ICT

Ayla Savaşçı

The document discusses a flipped learning project involving multiple countries to develop English language skills. The main goal is to flip an English classroom by creating digital learning materials like videos based on the Turkish English curriculum. This allows students to gain first exposure to new material outside of class, freeing up class time for activities like discussion and problem solving. Technology helps support flipped classrooms by providing learning materials in different formats and allowing feedback. The project aims to increase teaching and learning quality using this innovative student-centered flipped learning model.

Herramientas ubiquitous learning flipped and discovery learning last

edna goff

This document discusses three learning methodologies: ubiquitous learning, flipped learning, and discovery learning. It provides videos to explain ubiquitous learning and flipped learning, and has the learner do an outdoor activity related to flipped learning. Discovery learning is also discussed with a video. The conclusion states that these three learner-centered approaches engage students and help transform schools into places where students take more responsibility in their learning and teachers act as facilitators.

Flipped Learning - Where's the Evidence? - Pete Mella, Kirsten Bartlett, Gare...

telshef

A survey of 32 respondents at Sheffield found benefits of flipped learning including increased student engagement, comprehension, interactivity, preparation, focus on skills development, attendance, satisfaction, feedback, marks, and support for students with specific learning needs. However, the document also notes challenges such as a high workload, difficulties starting and managing production of pre-session materials, lack of time, pressure to create and update materials, technical issues, lack of student engagement with pre-session or in-class activities, and overcoming skepticism from colleagues.

Flipped learning is an instructional strategy that moves direct instruction outside of the classroom through videos or other content. This allows class time to focus on application, problem-solving, discussion, and formative assessment led by the teacher. The document outlines different models of flipped learning, including using ready-made content or creating your own. Potential pitfalls like student motivation and internet access are also discussed.

Opening your classroom to the world of OER

Stefanie Panke

This document discusses the benefits and challenges of using open educational resources (OER) and provides practical strategies for incorporating OER into the classroom. It recommends starting with a clear goal, being strategic about reducing repetitive tasks, reusing OER purposefully in assignments, and engaging students as co-creators. The document also emphasizes teaching students lifelong learning skills and mindsets for taking advantage of open online resources.

Flipped Classroom - the Pain & Gain

CIT, NUS

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: How to Flip and not Flop (Including 10 Tips for New Pl...

Jeremy Williams

Loreto 5 Jo Kachel 2013

Loreto Normanurst

This document summarizes the work of a teacher in the RE department who participated in the Loreto5 program in 2013. It discusses initial goals of introducing flipped learning strategies to engage students. It then describes how the teacher's work evolved throughout the year to focus on using Quia, an online tool, to create practice multiple choice questions for HSC revision. Analysis found that students who used Quia performed better. The teacher also created online tutorials and investigated options to better organize course content beyond the portal. Participation in Loreto5 provided new skills, opportunities to learn from colleagues, and inspiration to continue improving teaching practices.

Loreto 5 Richard Munro 2013

Loreto Normanurst

The document discusses using a flipped classroom approach to teach Ancient History. It involves creating a series of video lessons on a topic that would normally take 3 classroom lessons. The videos cover content, note taking skills, essay writing skills, and how to support ideas with evidence. Student surveys found the videos helped their understanding, note taking, analysis skills, and ability to work at their own pace. Some feedback was to speak slower in videos and to allow more flexibility in essay length. Overall, flipped classroom approaches can help develop critical thinking if combined with traditional support.

Don't Be a Sage - Engage!

Jenna Cooper

This webinar discusses strategies for creating a learner-centered classroom. It begins by distinguishing between viewing students as "students" versus "learners". Several myths about teaching are presented and debunked, such as the ideas that lectures are best, teachers can't set goals, and flipping a classroom means the teacher is not engaged. Five key strategies for making a classroom learner-centered are discussed: letting the materials do the talking, widening the audience, differentiating instruction, getting students active and in roles, and focusing on what students are doing. Examples of learner-centered activities and technologies are provided. The webinar concludes by challenging participants to make an upcoming lesson more learner-centered.

DNLE Go FORTH Final Project

sadischi

The document proposes a variation on the flipped classroom model where students take a more active role in preparing lesson materials and asking questions. In the variation, students are divided into teams to prepare instructional videos and activities that their peers complete as homework. In class, the teacher supports student teams and answers questions prepared by students. This allows the teacher to focus on individual support while developing student expertise and engagement through peer teaching and questioning. The approach aims to improve learning outcomes over traditional passive lectures.

Loreto 5 Roslyn Halmy 2013

Loreto Normanurst

This document outlines a project to implement a flipped classroom style of teaching for selected topics in a year 7 class. It will find good online resources to teach without a textbook and set up a wiki page for students to access worksheets and other materials. The flipped classroom involves students watching videos or reading about the next lesson for homework and then discussing what they learned in class. More challenging questions and problem solving activities are completed during class time. A wiki page is needed to store and allow easy access to worksheets for students, provide extra practice material, store links to videos and activities for both students and teachers, and allow absent students to catch up.

Guidelines for e-learning project

Daria Bogdanova

This document outlines 10 steps for designing an e-learning course as a study project. It begins with choosing a topic area and examining existing e-learning courses in that field. Next, it involves defining the context, learners, and learning objectives. The structure is then analyzed using available tools to create a draft learning path. Individual roles are divided to design specific course elements. Elements are assembled and debugged before trying it out and getting feedback. The goal is to design a small-scale e-learning course from concept to evaluation.

Media business education project

Victoria Grace Walden

This document outlines Victoria Grace Walden's research exploring classroom strategies to develop skills for employment in the media industry. The research aims to create teaching resources to help media teachers deliver a curriculum developing the skills students need. So far, Walden has conducted secondary research on media education, vocational education and the media industry. She found a need to focus on business management skills. The proposed teaching approach involves project-based learning using agile project management methodology, with student-centered activities like creative exercises and reflections. The research aims to train teachers and implement a pilot project to evaluate the approach before further developing resources for other teachers.

Things you should know about Flipped Classroom

Reduca

CCC-M F2F meeting_150223

McGill_RSB

This document outlines the agenda for a workshop on enhancing math teaching and learning through technology. The agenda includes sharing videos and comments, designing complex math tasks, and planning classroom visits. Group norms are established such as being on time, on task, and respectful. Reasons for using math talks are presented from a research organization. A video from a classroom is shown and strategies like UPS are discussed. Participants choose a task and date for classroom visits.

Flipped Classroom Cooley

Bess Cooley

This document outlines the 5 steps to implementing a flipped classroom model: 1. Determine where the flipped model makes the most sense based on topics students struggle with or activities that are difficult to complete in class. 2. Spend class time engaging students in application activities and feedback to reinforce concepts learned outside of class. 3. Clarify the connections between in-class and out-of-class work so students understand what to prepare for and what will be built upon. 4. Adapt materials for students to acquire content before class through videos, readings, or other media. 5. Extend learning beyond the classroom through discussion boards and collaborative groups to continue practicing ideas.

Organizing your flipped classroom

mercedes schooler

The document provides guidance for teachers on organizing content for a flipped classroom website. Key recommendations include creating teacher-made videos between 5-7 minutes and including class resources, discussion boards, and instructor contact information. The document stresses that flipped classrooms require significant time for site maintenance and video editing. It also emphasizes allowing flexibility in implementation, providing access and tutorials to students and parents, and using class time for application and projects based on video lessons.

CCC-M F2F meeting_140507

McGill_RSB

Reinventing the lecture: how video technology and learning analytics are tran...

John Couperthwaite

This document discusses how video technology and learning analytics can transform the traditional lecture format. It notes that lectures currently have low student engagement and understanding. The solution proposed is to use video recording of lectures along with interactive polling and analytics of student engagement and performance. Several case studies show improved student outcomes like retention, satisfaction, and exam grades when lectures incorporate these active learning elements and analytics provide feedback to students and instructors. The reinvented lecture allows more flexible, personalized learning and better connects pre-lecture preparation to post-lecture activities.

Learning Spaces - the Final Frontier in Educational Development

Santanu Vasant

The document discusses learning spaces and their role in educational development. It begins by outlining the current state of research on learning spaces and identifies some of the challenges involved in implementing new learning space designs. Some of the key benefits of innovative learning space designs are then presented, such as how the physical layout can impact the types of activities that can easily be performed. The document emphasizes that changing teaching styles to be more student-centered is an important part of realizing the benefits of new learning spaces. It concludes by stressing the importance of reflection and follow-through after professional development sessions to improve educational practices.

Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...

Blackboard APAC

Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.

Loreto 5 Elsa Vink 2013

Loreto Normanurst

The document discusses implementing a "flipped learning" approach for the Year 11 Prelim Biology course to make it a more engaging and student-centered learning experience. It proposes developing interactive PDF portfolios consisting of digital activities for topics like evolution and fossils that are typically dry and rely solely on teacher delivery. This would allow students to take more responsibility for their learning and prepare better for the independent HSC studies. Resources would be archived for students to access as needed. The approach would develop students' independent attitude and problem-solving skills. Benefits include improving the document's and teachers' digital skills through collaboration. Challenges include issues with sharing digital resources across platforms.

Presentación del taller flipped learning alcalá 2016

Alfredo Prieto Martín

Why flipped learning is not just for students

mackas

This document discusses flipping the classroom model of education. It defines flipping the classroom as having students watch videos of lessons before class, then using class time for activities, projects, and discussion. The goal is to allow more opportunities for teacher-student interaction, differentiation of instruction, and parental involvement. It provides suggestions for getting started with flipping the classroom, including the software and tools needed to create instructional videos.

What's hot

Flipped learning

Mike Hoad

Opening your classroom to the world of OER

Stefanie Panke

Flipped Classroom - the Pain & Gain

CIT, NUS

The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Pl...

Jeremy Williams

Loreto 5 Jo Kachel 2013

Loreto Normanurst

Loreto 5 Richard Munro 2013

Loreto Normanurst

Don't Be a Sage - Engage!

Jenna Cooper

DNLE Go FORTH Final Project

sadischi

Loreto 5 Roslyn Halmy 2013

Loreto Normanurst

Guidelines for e-learning project

Daria Bogdanova

Media business education project

Victoria Grace Walden

Things you should know about Flipped Classroom

Reduca

CCC-M F2F meeting_150223

McGill_RSB

Flipped Classroom Cooley

Bess Cooley

Organizing your flipped classroom

mercedes schooler

CCC-M F2F meeting_140507

McGill_RSB

Reinventing the lecture: how video technology and learning analytics are tran...

John Couperthwaite

Learning Spaces - the Final Frontier in Educational Development

Santanu Vasant

Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...

Blackboard APAC

Loreto 5 Elsa Vink 2013

Loreto Normanurst

What's hot (20)

Flipped learning

Opening your classroom to the world of OER

Flipped Classroom - the Pain & Gain

The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Pl...

Loreto 5 Jo Kachel 2013

Loreto 5 Richard Munro 2013

Don't Be a Sage - Engage!

DNLE Go FORTH Final Project

Loreto 5 Roslyn Halmy 2013

Guidelines for e-learning project

Media business education project

Things you should know about Flipped Classroom

CCC-M F2F meeting_150223

Flipped Classroom Cooley

Organizing your flipped classroom

CCC-M F2F meeting_140507

Reinventing the lecture: how video technology and learning analytics are tran...

Learning Spaces - the Final Frontier in Educational Development

Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...

Loreto 5 Elsa Vink 2013

Viewers also liked

Presentación del taller flipped learning alcalá 2016

Alfredo Prieto Martín

Why flipped learning is not just for students

mackas

Biniak - An Examination of Flipped Learning in Modern World History - Action ...

MacGyver Biniak

This document examines the effects of a "flipped learning" approach in a Modern World History class at Reservoir High School. The author interned with teacher Matt Gresick to study the impact of designing online video lectures for students to watch at home. In a four-week study, the author found that 70% of students saw improved performance on assignments related to the video topics compared to their previous grades. Additionally, 78% of students felt more prepared for upcoming units. Students also enjoyed the increased interaction in a flipped classroom compared to a traditional setting. Most felt they could be successful with flipped learning in the future.

000 plan del cursoflippedmelilla2017

Alfredo Prieto Martín

03 revisión de deberes del curso de flipped learning

Alfredo Prieto Martín

A flipped learning model

SHU Learning & Teaching

The document describes changes made to a TESOL module to implement a flipped learning model. Key changes included moving short language lectures online as screencasts and videos for pre-class work, and using class time for more interactive activities and applying content to practice. This aimed to give students more control over their learning and better prepare them for in-class discussions. Evaluation found that while some students engaged well with pre-work, others struggled with independent learning or found both pre- and post-work excessive. The module will be refined based on learning points around orientation, feedback, and modifying task lengths and types.

Flipped learning

Петр Трофимов

Taller flipped learning unex Cáceres

Alfredo Prieto Martín

Este taller presenta el método de aprendizaje invertido (flipped learning) y cómo implementarlo en asignaturas universitarias para mejorar los resultados de aprendizaje. 1) Se explica cómo el flipped learning permite que los alumnos reciban la información de forma remota antes de clase y usar el tiempo presencial para resolver dudas y trabajar en equipo. 2) Los datos muestran que esta metodología reduce el fracaso y aumenta las calificaciones de los alumnos. 3) Se discuten técnicas como el marketing, la gamificación y el feedback

Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...

Rich McCue

This document outlines a presentation on a study exploring the learning outcomes of using a flipped learning methodology for post-secondary information literacy instruction compared to a traditional teaching method. The presentation covers the research questions, theoretical frameworks, mixed methods research design, results from quantitative pre- and post-tests and qualitative student interviews, educational implications drawn from the findings, and limitations and opportunities for future research. Key results include higher achievement and confidence levels on post-tests for students in the flipped learning sections, particularly for ESL students, and qualitative feedback indicating students found the flipped approach more engaging and helpful for scaffolding larger assignments.

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.

Flipped learning uoi3 2

castillosekel

This document outlines a unit of study called "How we organise ourselves" for Year Three students. The central idea is that economic activities influence how society is organized. Lines of inquiry include the connection between economic sectors and activities, and changes in how products are manufactured. Students will consider their responsibility in the quality of what is produced. Key concepts are change, connection, and responsibility. Attitudes of cooperation, integrity and creativity will be developed, along with thinking, social and communication skills. Activities and links are provided to learn about urban and rural environments. Resources are shared for spelling, grammar, math, reading and learning about industries.

conferencia Zaragoza Flipped learning y gamificación, una combinación ganador...

Alfredo Prieto Martín

Este documento propone una combinación de aprendizaje invertido y gamificación para mejorar el aprendizaje de los estudiantes universitarios en el siglo XXI. Primero, identifica problemas con las clases magistrales tradicionales, como la falta de tiempo para la práctica. Luego, sugiere el aprendizaje invertido para dar más tiempo de práctica en clase. También propone usar la gamificación para motivar a los estudiantes a participar. Finalmente, recomienda recibir comentarios de los estudiantes para enfocar las clases en sus

Review of the flipped learning literature int he STEM disciplines

Elaine Huber

This document summarizes Elaine Huber's preliminary findings from a review of the literature on flipping the STEM classroom. It provides an overview of the current literature, aims of the review, methodology, findings organized by themes, and next steps. The main findings are that studies generally report positive perceptions of achievement, engagement, and self-efficacy, though some note increased workload or lack of preparation. Gaps in the literature are also identified, such as a lack of non-US based studies, longitudinal studies, and a design framework for flipping STEM courses.

Flipped learning-privateschool-CM59

Kittipun Udomseth

01 presentación del taller sobre flipped learning

Alfredo Prieto Martín

It's time for change from traditional lecture to flipped learning model

Alfredo Prieto Martín

The Four Pillars of Flipped Learning F-L-I-P

Kelly Walsh

Novena décima sesion why flipped learning works por que funciona el aprendiza...

Alfredo Prieto Martín

Factores críticos para el éxito en la implementación del flipped learning

Alfredo Prieto Martín

000 plan del curso de flipped classroom y flipped learning

Alfredo Prieto Martín

Viewers also liked (20)

Presentación del taller flipped learning alcalá 2016

Why flipped learning is not just for students

Biniak - An Examination of Flipped Learning in Modern World History - Action ...

000 plan del cursoflippedmelilla2017

03 revisión de deberes del curso de flipped learning

A flipped learning model

Flipped learning

Taller flipped learning unex Cáceres

Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...

Making Spaces For Cases: Using lecture capture tools to promote "flipped lear...

Flipped learning uoi3 2

conferencia Zaragoza Flipped learning y gamificación, una combinación ganador...

Review of the flipped learning literature int he STEM disciplines

Flipped learning-privateschool-CM59

01 presentación del taller sobre flipped learning

It's time for change from traditional lecture to flipped learning model

The Four Pillars of Flipped Learning F-L-I-P

Novena décima sesion why flipped learning works por que funciona el aprendiza...

Factores críticos para el éxito en la implementación del flipped learning

000 plan del curso de flipped classroom y flipped learning

Similar to Flipped Learning Workshop

LectureTools - Pete Mella

telshef

INTOOL – It‘s never too late to learn

Technological Ecosystems for Enhancing Multiculturality

The document discusses the INTOOL project, which aims to compare adult education situations and focus on learning competence. It seeks to collect best practice teaching methods in a toolbox, create a blueprint for further education, and test the impact on learners. The project brings trainers together to exchange experiences with techniques like roleplaying, thinking routines, and evaluating learning through blobs or hats. It has increased interest in teacher development and mutual learning between educators.

The Challenge of Syntax

Kate Scott

This document discusses challenges in teaching syntax and proposes approaches to make it more engaging for students. It notes that syntax can be seen as abstract, overwhelming, or boring. However, establishing clear expectations, using an interactive teaching style, and giving students opportunities to practice and support each other can help improve learning outcomes. The approach achieved success, with a growing percentage of students achieving high marks in subsequent years. Social media is also proposed as a way to promote engagement within and outside the classroom.

The Challenge of Syntax: teaching introductory syntax to undergraduate students

Gary Wood

Implementation and practice of a project-based college English course on BYOD...

Syuhei KIMURA

1) The document describes a project-based English course at Ritsumeikan University, Japan that utilizes a Bring Your Own Device (BYOD) model. 2) It discusses how BYOD was implemented in the course through classroom technology upgrades and support structures for students without devices. 3) A student survey found high smartphone and laptop ownership among students, with most using devices daily on campus, especially for class presentations and accessing online resources. However, some desired improvements like faster WiFi.

Flipped education video and sounding off - Reynolds

mdxaltc

This document discusses flipped education and using audio/video feedback for student assignments. It proposes that students create video assignments to demonstrate their understanding instead of written work, allowing educators to assess presentation skills. Feedback is usually provided more quickly through audio recordings. Students generally find video assignments and audio feedback useful for understanding content and receiving timely feedback. Creating videos helps students develop digital literacy and online media skills.

Answering a complicated question with the power of Youtube. #PSEWEB

Steve Krysak

What does ‘Knowledge Integration’ mean to you? What would you study if you were in a program with that name? Turns out, it can mean a lot of things depending on the students in the program. This makes recruitment a challenge, but also provided an opportunity. I’ll walk attendees through the video campaign we created to reboot recruitment efforts in an enrolment-troubled program at the University of Waterloo. A case study in a low budget, quick turn around project that made a high impact because of it’s integration into a bigger strategy and a confusing concept boiled down to a simple message. Link to video: http://www.youtube.com/watch?v=4JYRra-6TDc&list=PL6BFD0F326E5F92F7&index=1 Link to playlist: http://bit.ly/youtube-ki From #PSEWEB on June 25th in Vancouver BC

The Use of iPads to Enhance English Language Learning in Higher Education: Le...

Marc LeBane

Flipping the Classroom

caeschliman

This document discusses the flipped classroom model, which reverses traditional teaching by having students gain first exposure to new material through online lecture videos watched outside of class, while using class time for hands-on activities, group work, and discussions. The presentation outlines key drivers for adopting this model like poor learning outcomes and increased student access to technology. It describes tools for creating online videos and interactive content and shares results from the author's experience flipping classes, including freeing up more class time for active learning.

Teaching sheffield dissemination event - October 2012 pptx

DEFToer3

This document outlines a project called "Teaching Sheffield" for PGCE English students. It aimed to develop students' digital literacy skills through creating short digital or moving image projects focused on Sheffield. Students worked collaboratively in groups over multiple sessions, which included skills development, filming, and editing. The project was evaluated positively for improving students' digital skills, showcasing external resources, providing practical learning experiences, and demonstrating creative English teaching approaches. Areas for future iterations included allocating more time for editing and initial planning.

Involve me and I'll understand: engaging students in research-led teaching

Gary Wood

A presentation from the University of Sheffield's Sixth Annual Learning and Teaching Conference, 2012. Research-led teaching can easily become research-informed teaching, where students hear about research in traditional lectures but do not engage with it, leading to a focus on research findings rather than the research process. This presentation shows how using a practical activity in a lecture setting engaged students in learning about published research and helped to achieve three aims: (1) introducing a research paper for study in later classes; (2) demonstrating research designs in practice; and (3) helping students approach reading a journal article for the first time. The workshop involved delegates taking part in the activity as it has been used with students, and participants heard about the effects of employing this approach, from the lecturer and students’ perspectives. Delegates discussed how the method might be used and adapted for use in their own teaching, and what benefits this might bring for the lecturer and their students.

Ual ucas pro forma (1)

BaileyFurman

This document contains Bailey Furman's UCAS application. It includes details of their academic qualifications including GCSE and UAL grades. It lists three university course options that Bailey is interested in - Film, Photography and Media BA at Leeds University, Creative Technologies and Performance at Liverpool LIPA University, and Film and Media at Newcastle University. Bailey's personal statement discusses their academic history, current study of Creative Media, goals of working in film or photography, experience doing photography and video editing outside of college, and desire to further their education and career prospects through university study focused on film production and photography.

Dinesh Mobilearn Asia Singapore Presentation

Dinesh Poorun

This document summarizes the largest iPad rollout at UWSCollege involving teachers and students. It discusses providing iPads to teachers in 2012 to familiarize them with apps for mobile learning. Based on student surveys about using technology, the college planned to rollout iPads to students in 2013. Learning pods with iPad charging stations were set up. While there were initial concerns about workload and sharing, the culture transformed. Students were given tips on using apps like Corkulous and GoSoapbox for engagement. An iPad film festival competition among student groups was a success. The future involves converting workbooks to iBooks and an innovation called Culture on Demand app.

Flipped instruction pd 10 9-14 short v2

jenniferlittle22201

This document discusses flipped instruction, which involves assigning lecture videos and readings as homework so that class time can be used for more engaging activities like discussions and projects. It provides an overview of what flipped instruction is, why it should be used, and how to implement it. Examples are given of apps that can be used to create videos and do polling and formative assessments. Tips are provided for getting started with flipped instruction and ensuring student engagement, such as checking their comprehension of pre-class materials.

Teach Talk: Devices are taking over the classroom - so what next?

FrogEducation

Explain Everything & Plickers

telshef

Executive summary slide

ericaball19

The current training protocol for para-educators is inefficient and requires too much time from instructors. Lack of funding prevents hiring substitutes to cover classrooms during training. Training modules are not available on-demand for self-paced review. Often, para-educators start the school year without complete training due to scheduling constraints. The team proposes creating interactive, self-paced online training modules to make training more engaging, efficient, accessible, and allow instructors to remain in classrooms. A high-fidelity prototype is due on April 29th with tasks assigned to team members to develop media assets and usability testing.

Flipped instruction for new faculty

jenniferlittle22201

The document introduces flipped instruction, which moves lectures outside of class time through videos or other activities, freeing up class time for more interactive activities. It discusses how flipped instruction allows for differentiation, active learning, and better use of class time. Tips are provided for successful implementation, including using apps and videos, considering student engagement, and getting started gradually. Potential pros and cons are outlined. The presenters are available for more information on creating flipped classrooms.

A year in a flipped classroom: why flip?

Eduwebinar

NET 2011: Widening online engagement with courses: enhancing the student expe...

James Little

The document discusses online learning platforms at the University of Sheffield's School of Nursing and Midwifery. It analyzes student and staff usage and perceptions of two platforms - MOLE, a structured virtual learning environment, and uSpace, a more flexible social media platform. The findings show that students prefer uSpace for communication but find MOLE better for reliably accessing course materials. However, both platforms could be improved for document retrieval. With increasing tuition fees, students will expect online resources and communication tools that meet their needs and preferences.

Similar to Flipped Learning Workshop (20)

LectureTools - Pete Mella

INTOOL – It‘s never too late to learn

The Challenge of Syntax

The Challenge of Syntax: teaching introductory syntax to undergraduate students

Implementation and practice of a project-based college English course on BYOD...

Flipped education video and sounding off - Reynolds

Answering a complicated question with the power of Youtube. #PSEWEB

The Use of iPads to Enhance English Language Learning in Higher Education: Le...

Flipping the Classroom

Teaching sheffield dissemination event - October 2012 pptx

Involve me and I'll understand: engaging students in research-led teaching

Ual ucas pro forma (1)

Dinesh Mobilearn Asia Singapore Presentation

Flipped instruction pd 10 9-14 short v2

Teach Talk: Devices are taking over the classroom - so what next?

Explain Everything & Plickers

Executive summary slide

Flipped instruction for new faculty

A year in a flipped classroom: why flip?

NET 2011: Widening online engagement with courses: enhancing the student expe...

More from telshef

TDeveloping and Assessing the Digital Curriculum: Taking a Programme-Level Ap...

telshef

This session reflects two University initiatives, giving participants the chance to discuss how digital and information literacies and skills of our students can be integrated widely into a programme-level curriculum. Tom Clark (Sociological Studies) will reflect on a University-funded ‘Inside Knowledge’ project that utilised Killen and Chatterton’s 2015 model of staff-student partnership to map levels of digital literacy within a sociology programme. It will explain how the seven key areas of digital literacy proposed by Jisc to create a measurement tool to assess the digital curricula, before exploring how this resonated with students’ expectations, experience and capabilities of the programme. Vicky Grant (Library) will present an initiative by the University Library, in partnership with staff and student stakeholders, to develop a model, framework and offer for Information and Digital Literacy (IDL) at the University of Sheffield.

Developing and Assessing the Digital Curriculum: Taking a Programme-Level App...

telshef

One of two presentations. This session reflects two University initiatives, giving participants the chance to discuss how digital and information literacies and skills of our students can be integrated widely into a programme-level curriculum. Tom Clark (Sociological Studies) will reflect on a University-funded ‘Inside Knowledge’ project that utilised Killen and Chatterton’s 2015 model of staff-student partnership to map levels of digital literacy within a sociology programme. It will explain how the seven key areas of digital literacy proposed by Jisc to create a measurement tool to assess the digital curricula, before exploring how this resonated with students’ expectations, experience and capabilities of the programme. Vicky Grant (Library) will present an initiative by the University Library, in partnership with staff and student stakeholders, to develop a model, framework and offer for Information and Digital Literacy (IDL) at the University of Sheffield.

Media rich feedback using Explain Everything and MOLE - Aidan Hoggard

telshef

Part of the Innovation in Media Case Studies presentations. This series of case studies looks at colleagues who have used video to innovate their learning, teaching and assessment. Aidan Hoggard (Architecture) will demonstrate how Explain Everything has been used to provide rich media feedback for student work, which includes live drawing, images and files. Julia Davies (School of Education) draws upon her experiences of designing and supporting students in producing videos to talk about the challenges using the medium for assessment, and how she has learnt from mistakes - as well as small victories. Daragh O’Reilly and Loo Yeo (Management School) and Jesse Armstrong (CiCS Creative Media Team) will discuss the MSc module ‘Managing Creative Brands’, where students were required to produce a ten minute video analysing brands within creative and cultural industries. They will provide an overview of the TEL process on this module, with reflections from staff involved.

Kaltura for Video Feedback - Aidan Hoggard

telshef

Innovation in Video Case Studies - Loo Yeo, Darahgh O'Reilly, Jesse Armstrong.

telshef

This series of case studies looks at colleagues who have used video to innovate their learning, teaching and assessment. Aidan Hoggard (Architecture) will demonstrate how Explain Everything has been used to provide rich media feedback for student work, which includes live drawing, images and files. Julia Davies (School of Education) draws upon her experiences of designing and supporting students in producing videos to talk about the challenges using the medium for assessment, and how she has learnt from mistakes - as well as small victories. Daragh O’Reilly and Loo Yeo (Management School) and Jesse Armstrong (CiCS Creative Media Team) will discuss the MSc module ‘Managing Creative Brands’, where students were required to produce a ten minute video analysing brands within creative and cultural industries. They will provide an overview of the TEL process on this module, with reflections from staff involved.

Kaltura Digital Media Hub Launch - Graham McElearney et. al.

telshef

The Value of Video - Julia Davies

telshef

The document discusses using video as an alternative form of assessment in higher education. It notes benefits like engaging students in contemporary media, developing expertise, and collaborative work. Some challenges mentioned are time, copyright issues, developing teaching skills, and ensuring collaboration and accountability in group work. Student evaluations of a video assessment project were generally positive, praising the creative outlet and learning experience, though some found the technical skills and group work challenging. The author concludes with lessons learned, such as providing more preparation and feedback sessions, and strengthening requirements around including theory in reflective writing.

"Is There Anybody Out There?" - Claire Beecroft, Luke Miller

telshef

Part of the Online Communities Case Studies presentations. This session includes case studies themes around the creation of online communities for learners. Claire Beecroft and Luke Miller (ScHARR) use their extensive experience of delivering distance learning courses to discuss what motivates students within an online learning environment, and how the development of ‘teacher immediacy behaviours’, and of innovative online pedagogy, can help to maintain establish and sustain genuine relationships between online learners and teachers. Sarah Moore and Layla Croll (Academic and Learning Services) will introduce colleagues to the skills of facilitating discussion among learners in an online environment such as a MOOC or a distance learning course. It will start with a short exercise that raises some of the challenges of facilitating discussion about experiences of working with learners from across the world on a MOOC.

Lecture Capture - Student and Staff benefits. - Louise Robson

telshef

Part of the Encore: Enhancing Teaching and learning with Lecture Capture presentations. Encore, the new name for Lecture Capture at the University, is a service that will be expanded and improved for the forthcoming term, further increasing consistency and accessibility for students through availability of recorded lectures. This session sees Louise Robson (Biomedical Science) give an overview of the journey she has taken with lecture capture at her department, the vital role it has played in her learning and teaching, and the benefits it has brought her students. James Slack and Laura McNally (CiCS) will give overviews of the system and how it works, and details of some advanced features (including classroom engagement). There will also be chance to ask the presenters both pedagogical and technical questions about lecture capture and its implementation at The University of Sheffield.

MOLE Refresh - What is it and what does it mean to me?

telshef

Identifying the right voting systems for you - Simon Warwick

telshef

This document outlines different options for voting systems that can be used for interactive sessions, including Turning Point, Poll Everywhere, Google Forms, and web-based solutions. It notes key features of each like whether they integrate with presentation software, limit text responses, allow mobile access, and more. The document then splits the options into three stations to demo: Turning Point for institutional licenses, Poll Everywhere and Google Forms for embedding polls, and web-based gamified solutions like Socrative and Kahoot.

Exams in MOLE - Danny Monaghan, David Markham

telshef

Exemplary Course Design: Hands on Refresh - Danny Monaghan

telshef

MOLE Update - Danny Monaghan

telshef

Lightning Strikes

telshef

Part of the Lightning Strikes presentations This session sees a number of short sessions, followed by the opportunity to learn more about chosen topics, and is a great opportunity to find out a wide range of activities happening at the University. Talks include: The Use of Technology in Teaching and Assessments (Ash Self & Amir Burney, Medical Education) Historical Adventures with Digital Objects: Sharing Findings from Working Beyond The Classroom (David Vessey, Lifelong Learning) Summative peer assessment of e-poster presentations using iPad (Anne Bjerre, Ophthalmology and Orthoptics) Using technology to reduce maths anxiety and increase maths confidence (Ellen Marshall, Maths & Statistics Help) Surfacing learning through digital badges (Fern Merrills, Academic & Learning Services) Engaging students online: How do ur students rate FutureLearn? (Layla Croll, Amanda Crawley-Jackson, Alastair Buckley, Marie Kinsey, Gillian Dinsey

Anonymous Marking in MOLE- Danny Monaghan, Simon Warwick

telshef

Delegated Marking in MOLE - Danny Monaghan, Simon Warwick

telshef

Capturing your Media Item with your Mobile Device - Tom Foster, Jonny Hooton

telshef

Creating Immersive VR Experiences

telshef

Virtual Reality offers the opportunity to create highly immersive experiences and can transport learners to different environments such that they genuinely feel like they are there. Already there are innovative examples of practice taking place across the institution. The cost to create and view these experiences, previously meant that this method of teaching has been limited to those with ample resources. In this session you will design a VR experience and discover how, with no technical expertise you can create Virtual Reality experiences for your students. You will also hear from students who have been creating VR experiences to educate others about their discipline.

The Crys-TEL Maze

telshef

The Crys-TEL maze requires attendees to complete a number of challenges in groups to attempt to figure out a pressing learning and teaching issue. Along the way, participants will experience different learning and delivery styles, with the aim of promoting appropriate use of technology, and take some ideas / information that they can feed into their teaching. Prizes will be awarded to the winning team! Harmonicas are optional. To the Diamond Dome everyone…

More from telshef (20)

TDeveloping and Assessing the Digital Curriculum: Taking a Programme-Level Ap...

Developing and Assessing the Digital Curriculum: Taking a Programme-Level App...

Media rich feedback using Explain Everything and MOLE - Aidan Hoggard

Kaltura for Video Feedback - Aidan Hoggard

Innovation in Video Case Studies - Loo Yeo, Darahgh O'Reilly, Jesse Armstrong.

Kaltura Digital Media Hub Launch - Graham McElearney et. al.

The Value of Video - Julia Davies

"Is There Anybody Out There?" - Claire Beecroft, Luke Miller

Lecture Capture - Student and Staff benefits. - Louise Robson

MOLE Refresh - What is it and what does it mean to me?

Identifying the right voting systems for you - Simon Warwick

Exams in MOLE - Danny Monaghan, David Markham

Exemplary Course Design: Hands on Refresh - Danny Monaghan

MOLE Update - Danny Monaghan

Lightning Strikes

Anonymous Marking in MOLE- Danny Monaghan, Simon Warwick

Delegated Marking in MOLE - Danny Monaghan, Simon Warwick

Capturing your Media Item with your Mobile Device - Tom Foster, Jonny Hooton

Creating Immersive VR Experiences

The Crys-TEL Maze

Recently uploaded

Digital Artefact 1 - Tiny Home Environmental Design

amberjdewit93

What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...

GeorgeMilliken2

The basics of sentences session 6pptx.pptx

heathfieldcps1

Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx

EduSkills OECD

Main Java[All of the Base Concepts}.docx

adhitya5119

Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...

Diana Rendina

Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.

Leveraging Generative AI to Drive Nonprofit Innovation

TechSoup

How to Fix the Import Error in the Odoo 17

Celine George

Cognitive Development Adolescence Psychology

paigestewart1632

Walmart Business+ and Spark Good for Nonprofits.pdf

TechSoup

"Learn about all the ways Walmart supports nonprofit organizations. You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money. The webinar may also give some examples on how nonprofits can best leverage Walmart Business+. The event will cover the following:: Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping. Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders. Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates. Answers about how you can do more with Walmart!"

BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...

Nguyen Thanh Tu Collection

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...

Nguyen Thanh Tu Collection

A Independência da América Espanhola LAPBOOK.pdf

Jean Carlos Nunes Paixão

How to deliver Powerpoint Presentations.pptx

HajraNaeem15

BBR 2024 Summer Sessions Interview Training

Katrina Pritchard

Hindi varnamala | hindi alphabet PPT.pdf

Dr. Mulla Adam Ali

हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com

clinical examination of hip joint (1).pdf

Priyankaranawat4

BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...

Nguyen Thanh Tu Collection

Chapter wise All Notes of First year Basic Civil Engineering.pptx

Denish Jangid

Chapter wise All Notes of First year Basic Civil Engineering Syllabus Chapter-1 Introduction to objective, scope and outcome the subject Chapter 2 Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country. Chapter 3 Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements. Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station. Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps. Chapter 4 Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation Chapter 5 Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures. Chapter 6 Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems. Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect Text Books: 1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers. 2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers. 3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House. 4. BCP, Surveying volume 1

RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students

Himanshu Rai

Recently uploaded (20)

Digital Artefact 1 - Tiny Home Environmental Design

What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...

The basics of sentences session 6pptx.pptx

Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx

Main Java[All of the Base Concepts}.docx

Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...

Leveraging Generative AI to Drive Nonprofit Innovation

How to Fix the Import Error in the Odoo 17

Cognitive Development Adolescence Psychology

Walmart Business+ and Spark Good for Nonprofits.pdf

BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...

A Independência da América Espanhola LAPBOOK.pdf

How to deliver Powerpoint Presentations.pptx

BBR 2024 Summer Sessions Interview Training

Hindi varnamala | hindi alphabet PPT.pdf

clinical examination of hip joint (1).pdf

BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...

Chapter wise All Notes of First year Basic Civil Engineering.pptx

RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students

Flipped Learning Workshop

1. Flipped Learning Workshop Dr Nicki Newman Pete Mella Rob Pashley

2. In thissession… • Introduction • Why flip the classroom? (Nicki) • Creating media (Rob) • Learning activities (Pete) 07/25/16 © The University of Sheffield

3. Why flip theclassroom? Nicki Newman

4. How welearn 07/25/16 © The University of Sheffield Lecture Reading Audio visual Demonstration Discussion Practice/Doing Teaching Others

6. My Experience • PG – Marketing • 120-145 students per year • 90%-95% international students (85% PRC) • UG – Essentials of Marketing • 265 students this year • 50% international students (80% PRC) 07/25/16 © The University of Sheffield

7. Student feedback 07/25/16 © The University of Sheffield ‘Flip teaching is really great. I learned more from this class than others.’ ‘Flip teaching is really great. I learned more from this class than others.’ ‘Really enjoyed the flipped teaching. Loved the interactive element of the lectures.’ ‘Really enjoyed the flipped teaching. Loved the interactive element of the lectures.’

8. 07/25/16 © The University of Sheffield ‘Actively discuss in class, so that we can accept knowledge easier.’ ‘Actively discuss in class, so that we can accept knowledge easier.’ ‘The teacher gives us theory video before the class and do case study in the class. These has enhanced my understanding of this course.’ ‘The teacher gives us theory video before the class and do case study in the class. These has enhanced my understanding of this course.’

9. Question: What’s stopping you? • Discuss in small groups the barriers you may face flipping the classroom. • Make a plane • Sent it to the front! 07/25/16 © The University of Sheffield

10. Mediacreation for flipped learning Rob Pashley

11. Meet theteam 07/25/16 © The University of Sheffield Contact us: 0114 2223962 creativemedia@sheffield.ac.uk www.sheffield.ac.uk/cics/creativemedia

12. Technical toolsfor flipped learning • Video creation • Video hosting • Video interaction • Video management 07/25/16 © The University of Sheffield

13. Flipped Learning Task (part 1) • In a group decide a spokesperson. Using a smart device (smartphone or tablet) record your group’s spokesperson explaining a key concept. • This concept can be Job or Teaching related. • Explain the ke y co nce pt in a m anne r that co m m unicate s it to so m e o ne who has no e xpe rie nce o f yo ur Jo b / Te aching are a. 07/25/16 © The University of Sheffield

14. Flipped Learning Task (part 2) • A member of your group takes the smart device to another group and plays the video. • Ho w e ffe ctive we re yo ur spo ke spe rso n’s e xplanatio n? Was the ke y co nce pt e ffe ctive ly co m m unicate d? 07/25/16 © The University of Sheffield

17. In-classactivities Pete Mella

18. A standard slide • Only first word of slide title has initial capital letter (except proper nouns) • Don’t reduce this standard text size • No punctuation usually needed in bullet points • No more than six points per slide • For subsidiary points don’t go below this second level 07/25/16 © The University of Sheffield

19. TurningPoint (clickers) • Don’t have to rely on students bringing devices • No compatibility issues • No wifi issues • Expensive • Availability issues • Easy to lose • Can only do multiple choice questions 07/25/16 © The University of Sheffield

20. Bring Your Own Device(BYOD) • Allows for a variety of rich answers • Students bring the gear • Harnesses devices for power of good! • Relies on students having/bring devices • Relies on suitable devices • Relies on wifi coverage 07/25/16 © The University of Sheffield

21. Polling/responsesoftware • LectureTools • ResponseWare • Socrative • Nearpod • PollEverywhere • Google Forms • Twitter • Plickers07/25/16 © The University of Sheffield

22. Socrative… • Go to b.socrative.com • In student login type ‘79213’ • Enter a name (doesn’t have to be your real one!) 07/25/16 © The University of Sheffield

24. Task: • Work in small groups on your tables of 3 or 4. • Spend a couple of minutes discussing: “What activities could I introduce to my class time?” • Post an idea on the Padlet wall. 07/25/16 © The University of Sheffield

25. For moreinformation Contact theTEL Team TEL@Sheffield.ac.uk http://tel.group.shef.ac.uk/ https://www.sheffield.ac.uk/cics/learningandteaching

Editor's Notes

More information: You can crop a picture (trim slices from the side, top or bottom) by selecting on the slide the picture that you want to crop, going to the “format” menu, selecting “picture…” and in the “picture” dialog box clicking the “picture” button. This opens the crop options. The preview button allows you to see whether the crop achieves the effect you wanted. (If you have an old version of PowerPoint these controls may be located differently - refer to the PowerPoint Help menu.) Before importing a picture into your presentation save it in a suitable format (eg jpeg) at a resolution of 72 dots per inch if possible. This resolution keeps the size of the picture file small but still displays fine on screen – particularly important if you’re using several pictures, because half a dozen taken on a five megapixel digital camera and imported at full resolution could mean that your presentation is over 20 megabytes in size. This means it will take up unnecessary disk space, will be slow to open and run on many less powerful computers – and will be too big to e-mail.
In a small group you may need need technology – sometimes pen and paper will do!
More information: You can crop a picture (trim slices from the side, top or bottom) by selecting on the slide the picture that you want to crop, going to the “format” menu, selecting “picture…” and in the “picture” dialog box clicking the “picture” button. This opens the crop options. The preview button allows you to see whether the crop achieves the effect you wanted. (If you have an old version of PowerPoint these controls may be located differently - refer to the PowerPoint Help menu.) Before importing a picture into your presentation save it in a suitable format (eg jpeg) at a resolution of 72 dots per inch if possible. This resolution keeps the size of the picture file small but still displays fine on screen – particularly important if you’re using several pictures, because half a dozen taken on a five megapixel digital camera and imported at full resolution could mean that your presentation is over 20 megabytes in size. This means it will take up unnecessary disk space, will be slow to open and run on many less powerful computers – and will be too big to e-mail.
More information: You can crop a picture (trim slices from the side, top or bottom) by selecting on the slide the picture that you want to crop, going to the “format” menu, selecting “picture…” and in the “picture” dialog box clicking the “picture” button. This opens the crop options. The preview button allows you to see whether the crop achieves the effect you wanted. (If you have an old version of PowerPoint these controls may be located differently - refer to the PowerPoint Help menu.) Before importing a picture into your presentation save it in a suitable format (eg jpeg) at a resolution of 72 dots per inch if possible. This resolution keeps the size of the picture file small but still displays fine on screen – particularly important if you’re using several pictures, because half a dozen taken on a five megapixel digital camera and imported at full resolution could mean that your presentation is over 20 megabytes in size. This means it will take up unnecessary disk space, will be slow to open and run on many less powerful computers – and will be too big to e-mail.

Flipped Learning Workshop

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (20)

Similar to Flipped Learning Workshop

Similar to Flipped Learning Workshop (20)

More from telshef

More from telshef (20)

Recently uploaded

Recently uploaded (20)

Flipped Learning Workshop

Editor's Notes