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.
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?
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.
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.
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?
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.
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.
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
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.
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
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
The Collaborative Blog: Serving Pre-Service Teachers & Program Administrators...Erin O'Reilly
This project demonstrates a hybrid model to onboarding teaching assistants at an intensive English program. The model uses a collaborative Wordpress blog platform as its foundation to support new teachers and track training evidence for accreditation compliance. Discussion will include lessons learned and adapting the model to different contexts.
The European Maturity Model for Blended Education is a framework which can help educators and institutions to take the next step in blended education.
The framework consists of 3 levels (course, programme, and institution) and for each level dimensions and indicators have been developed. This can be used to self assess the maturity of a blended course, programme or institution..
The EMBED implementation guidelines offer support for educators, course teams, instructional designers and management to mature in blended education. For each of the 21 dimensions guidelines have been written to reach the next maturity level. The guidelines include educational models, articles, research, and tools. Use them and take the next step toward mature blended education.
For more information, take a look at https://embed.eadtu.eu.
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.
Wondering how asynchronous delivery methods can help to close a knowledge-skills gap in your organization and improve employee performance? During this interactive webinar, you will collaborate with the facilitator and colleagues from diverse industries to develop an understanding of the What? When? Why? and How? of asynchronous learning.
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.
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
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.
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
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
The Collaborative Blog: Serving Pre-Service Teachers & Program Administrators...Erin O'Reilly
This project demonstrates a hybrid model to onboarding teaching assistants at an intensive English program. The model uses a collaborative Wordpress blog platform as its foundation to support new teachers and track training evidence for accreditation compliance. Discussion will include lessons learned and adapting the model to different contexts.
The European Maturity Model for Blended Education is a framework which can help educators and institutions to take the next step in blended education.
The framework consists of 3 levels (course, programme, and institution) and for each level dimensions and indicators have been developed. This can be used to self assess the maturity of a blended course, programme or institution..
The EMBED implementation guidelines offer support for educators, course teams, instructional designers and management to mature in blended education. For each of the 21 dimensions guidelines have been written to reach the next maturity level. The guidelines include educational models, articles, research, and tools. Use them and take the next step toward mature blended education.
For more information, take a look at https://embed.eadtu.eu.
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.
Wondering how asynchronous delivery methods can help to close a knowledge-skills gap in your organization and improve employee performance? During this interactive webinar, you will collaborate with the facilitator and colleagues from diverse industries to develop an understanding of the What? When? Why? and How? of asynchronous learning.
Will the flipped classroom be a flop by Willy WoodWilly Wood
Every year there's a new educational approach/trend/fad that everyone gets excited about. In recent years, "hot" topics have included multiple intelligences, differentiated instruction, RTI, and Common Core State Standards, to name just a few. One of the current hot topics is the "flipped" classroom. Many people, looking for a more effective approach to teaching and learning, are taking up this approach. Magazine articles (mostly laudatory) about the approach are popping up like mushrooms after a spring shower. Sixty Minutes even did a segment on it!
Flipping your class with or without technology, a resource for academics to engage with at an introductory level. The presentation provides links to other resources, suggested readings and videos.
Becoming a Program that Uses Video EvidenceAdam Geller
University of Michigan researchers share how teacher education programs can use video to enhance practice-focused learning experiences. Participants will consider examples and insights drawn from one elementary program’s five-year journey toward widespread use of video. Implementation strategies will be discussed. (AACTE Annual Meeting 2015, presenters Timothy Boerst, Meri Tenney Muirhead, Meghan Shaughnessy, Kara Suzuka, Adam Geller)
Video: https://www.youtube.com/watch?v=NODxZjUXAL0
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Ethical AI summit Dec 2023 notes from HB keynoteHelen Beetham
Somewhat extended and tidied up text of HB keynote at the ALT winter summit on AI and Ethics, December 2023. Slides draft quality for navigation only - a better quality set of slides is also available.
Student digital experience tracker expertsHelen Beetham
Slides from Jisc Student Experience Experts' meeting June 2016 introducing data from the Jisc Digital Student Experience Tracker pilot and findings about the Tracker process
My chapter in John Lea's edited book for Open University Press, Enhancing Teaching and Learning in HE, reproduced with kind permission of the publishers (thank you).
Outline of features of an educational organisation that might usefully be audited or assessed to determine its capacity to respond to digital opportunities and threats.
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Neutral version (university references removed) of webinar designed and run for the University of Newcastle, April 2015. Dealing with outcomes from the Jisc-funded Digital Student project and my own findings from interviews with students and consultation with sector bodies.
Neutral version (university references removed) of a workshop designed and run for the University of Bristol, March 2015. Deals with issues of blended, flipped and borderless learning and tries to distil some key principles.
Third of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks at how we might 'recover' from the impacts of digital technology in education, and in particular what our responsibilities are as educational developers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Why flip the classroom?
(and how to make it work)
Helen Beetham @helenbeetham
2. What we will be doing
13:00 Flipping. Is it a thing? Is it a new thing?
13:25 Discussion at tables: Why flip the classroom? How are we
doing it already?
13:45 Pairs/threes: Design activity using some principles of
effective flipped classes
14:15 Feedback and reflection: What have we learned? What
next?
14:30 Close
3. What is ‘flipped’ learning?
Whole-group
f2f teaching
Independent
study tasks
apprehending application,
understanding
4. What is ‘flipped’ learning?
Whole-group
f2f teaching
Independent
study tasks
apprehending application,
understanding
5. What is ‘flipped’ learning?
Independent
study tasks
Whole-group
f2f teaching
accessing online videos/lectures
accessing tutorials,
games and/or quizzes
doing, trying
reading/reviewing (with questions)
reflecting, planning reviewing, giving/getting
feedback
teach to the challenge/interest/difficulty
(co) tutoring, mentoring, coaching
answering questions, solving problems
finding, collating, summarising participating, discussing, contributing
presenting, sharing
8. Linking it together
Independent
study tasks
Whole-group
f2f teaching
recording learning and practice
curating, note-taking
reviewing, reflecting, planning
(e.g. e-portfolio, digital storytelling)
quizzes/polls to assess learning needs
organising and re-organising
sharing in an online group/community
9. Technology is everywhere...
‘We are not
rethinking some
part or aspect of
learning, we are
rethinking all of
learning in these
new digital
contexts’ (2007)
10. Technology is everywhere...
For a physical space of learning to exclude the virtual, digital devices would have
to be banned, switched off or inoperable. Otherwise the assumption must be that
learning in real space is penetrated with information and conversations from
elsewhere, and that real world learning events can be captured and amplified
into virtual spaces. (2014)
11. All settings are ‘blended’...
Settings are ‘porous’ or leaky
Boundaries between personal/institutional are blurring
(time, space, technology, content/services, tasks)
‣ learners are continuously
connected
‣ technologies are immersive
and intimate
‣ continuous record ->
‘instant memorialising’
‣ real world events are
constantly passing into/
being enriched with data
12. What (else) is blurring/blending?
independent taught/guided
personal institutional
online face-to-face
informal formal
...? ...?
What are the continuities with current learning/teaching
practice?
What are the potential disruptions?
13. Discussion at tables
‣ Why ‘flip’ the classroom?
three advantages
‣ How are we already doing this?
three ideas
‣ What are the challenges?
three issues to address
share via this padlet
bit.ly/glosflip
15. Design activity
1. Allow students to make sense of the subject matter
before the face-to-face session.
2. Assess students’ understanding at the start of the
face-to-face session
3. Teach responsively
4. Make the pre-class work essential to in-class activities
5. Use the valuable time/space of the class to its best
advantage
6. Build ongoing commitment through a community of
learning
16. Design activity
In pairs/threes:
‣ Choose one design principle
‣ Read through the practical details
‣ Consider how you could meet this principle in practice
‣ Share as many ideas as you can come up with
‣ Record your ideas (I will write up and share after the event)
bit.ly/glosflip1 (hand-out)
bit.ly/glosflip2 (googledoc for your own ideas)