How to deploy a flipped classroom? What are the problems? Issues? In this talk I review some basic definitions and propose several steps to approach the flipped classroom.
Evidence: Describing my kitchen. ENGLISH DOT WORKS 2. SENA... ..
Evidence: Describing my kitchen. SENA.
ENGLISH DOT WORKS 2. SENA.
3. describing my kitchen. ENGLISH DOT WORKS 2.
activity 3 week 1. ENGLISH DOT WORKS 2.
actividad 3 semana 1. ENGLISH DOT WORKS 2.
Evidence: Describing my kitchen. ENGLISH DOT WORKS 2. SENA... ..
Evidence: Describing my kitchen. SENA.
ENGLISH DOT WORKS 2. SENA.
3. describing my kitchen. ENGLISH DOT WORKS 2.
activity 3 week 1. ENGLISH DOT WORKS 2.
actividad 3 semana 1. ENGLISH DOT WORKS 2.
2. describing cities and places. ENGLISH DOT WORKS 2. SENA. semana 4 acitivda..... ..
Evidence: describing cities and places.ENGLISH DOT WORKS 2. SENA. ENGLISH DOT WORKS 2.
semana 4 acitivdad 2.ENGLISH DOT WORKS 2.
week 4 acitivty 2. ENGLISH DOT WORKS 2.
3.Evidence: Getting to Bogota.ENGLISH DOT WORKS 2. SENA.semana 4 actividad 3... ..
vidence: Getting to Bogota / Evidencia: Llegando a Bogotá.
ENGLISH DOT WORKS 2. SENA.
ENGLISH DOT WORKS 2.
semana 4 actividad 3.ENGLISH DOT WORKS 2.
week 4 activity 3.ENGLISH DOT WORKS 2. SENA.
Evidence: Going to the restaurant . ENGLISH DOT WORKS 2. SENA... ..
Evidence: Going to the restaurant .
ENGLISH DOT WORKS 2. SENA.
actividad 2 Semana 1. Evidence: Going to the restaurant .
Activity 2 Week 1. Evidence: Going to the restaurant .
Evidence: I can’t believe it.ENGLISH DOT WORKS 2. semana 3 actividad 1.SENA... ..
Evidence: I can’t believe it.ENGLISH DOT WORKS 2. SENA.
ENGLISH DOT WORKS 2.
semana 3 actividad 1.ENGLISH DOT WORKS 2.
week 3 activity 1.ENGLISH DOT WORKS 2.
Evidence: I can’t believe it. SENA.
Evidence: Memorable moments.ENGLISH DOT WORKS 2. SENA. semana 2 actividad 2... ..
Evidence: Memorable moments.ENGLISH DOT WORKS 2. SENA. ENGLISH DOT WORKS 2.
week 2 activity 2.ENGLISH DOT WORKS 2.
semana 2 actividad 2. ENGLISH DOT WORKS 2.
Evidence: Planning my trip. ENGLISH DOT WORKS 2. SENA. semana 4 actividad 1... ..
Evidence: Planning my trip. ENGLISH DOT WORKS 2. SENA.
ENGLISH DOT WORKS 2.
semana 4 actividad 1.ENGLISH DOT WORKS 2.
week 4 activity 1.ENGLISH DOT WORKS 2.
3. Your next holiday destination ACTIVIDAD 3 SEMANA 3 ENGLISH DOT WORKS 2... ..
3. Your next holiday destination. ACTIVIDAD 3 SEMANA 3 ENGLISH DOT WORKS 2.SENA.
ENGLISH DOT WORKS 2. week 3 activity 3.
ENGLISH DOT WORKS 2. ACTIVIDAD 3 SEMANA 3
Your next holiday destination. ENGLISH DOT WORKS 2.
MANUAL DE MEJORAMIENTO OPERATIVO Y COMERCIAL EN ESTABLECIMIENTOS DE HOSPEDAJE...Eric Tribut
Manual guía para la mejora continua de la calidad operativa y comercial en hospedajes y hoteles de dos estrellas a menos, Perú, 2003. Investigación y desarrollo: Eric Tribut & Patricia Hernani.
Using technology to support the flipped classroomAbelardo Pardo
Learning experiences are increasingly relying in technology. At the same time, active learning, in which students participate in activities in the classroom has been shown to increase learning gains. Flipped classrooms refer to the paradigm in which certain activities are scheduled for the students before the classroom so that the face to face time is devoted to more active ones. In this talk we will review how technology can be used to support this paradigm and the challenges and issues that need to be addressed.
Analytics to understand learning environmentsAbelardo Pardo
Seminar for the CHAI Group at The University of Sydney. A summary of the initiatives I have worked on in the past years plus a brief account of my current work.
2. describing cities and places. ENGLISH DOT WORKS 2. SENA. semana 4 acitivda..... ..
Evidence: describing cities and places.ENGLISH DOT WORKS 2. SENA. ENGLISH DOT WORKS 2.
semana 4 acitivdad 2.ENGLISH DOT WORKS 2.
week 4 acitivty 2. ENGLISH DOT WORKS 2.
3.Evidence: Getting to Bogota.ENGLISH DOT WORKS 2. SENA.semana 4 actividad 3... ..
vidence: Getting to Bogota / Evidencia: Llegando a Bogotá.
ENGLISH DOT WORKS 2. SENA.
ENGLISH DOT WORKS 2.
semana 4 actividad 3.ENGLISH DOT WORKS 2.
week 4 activity 3.ENGLISH DOT WORKS 2. SENA.
Evidence: Going to the restaurant . ENGLISH DOT WORKS 2. SENA... ..
Evidence: Going to the restaurant .
ENGLISH DOT WORKS 2. SENA.
actividad 2 Semana 1. Evidence: Going to the restaurant .
Activity 2 Week 1. Evidence: Going to the restaurant .
Evidence: I can’t believe it.ENGLISH DOT WORKS 2. semana 3 actividad 1.SENA... ..
Evidence: I can’t believe it.ENGLISH DOT WORKS 2. SENA.
ENGLISH DOT WORKS 2.
semana 3 actividad 1.ENGLISH DOT WORKS 2.
week 3 activity 1.ENGLISH DOT WORKS 2.
Evidence: I can’t believe it. SENA.
Evidence: Memorable moments.ENGLISH DOT WORKS 2. SENA. semana 2 actividad 2... ..
Evidence: Memorable moments.ENGLISH DOT WORKS 2. SENA. ENGLISH DOT WORKS 2.
week 2 activity 2.ENGLISH DOT WORKS 2.
semana 2 actividad 2. ENGLISH DOT WORKS 2.
Evidence: Planning my trip. ENGLISH DOT WORKS 2. SENA. semana 4 actividad 1... ..
Evidence: Planning my trip. ENGLISH DOT WORKS 2. SENA.
ENGLISH DOT WORKS 2.
semana 4 actividad 1.ENGLISH DOT WORKS 2.
week 4 activity 1.ENGLISH DOT WORKS 2.
3. Your next holiday destination ACTIVIDAD 3 SEMANA 3 ENGLISH DOT WORKS 2... ..
3. Your next holiday destination. ACTIVIDAD 3 SEMANA 3 ENGLISH DOT WORKS 2.SENA.
ENGLISH DOT WORKS 2. week 3 activity 3.
ENGLISH DOT WORKS 2. ACTIVIDAD 3 SEMANA 3
Your next holiday destination. ENGLISH DOT WORKS 2.
MANUAL DE MEJORAMIENTO OPERATIVO Y COMERCIAL EN ESTABLECIMIENTOS DE HOSPEDAJE...Eric Tribut
Manual guía para la mejora continua de la calidad operativa y comercial en hospedajes y hoteles de dos estrellas a menos, Perú, 2003. Investigación y desarrollo: Eric Tribut & Patricia Hernani.
Using technology to support the flipped classroomAbelardo Pardo
Learning experiences are increasingly relying in technology. At the same time, active learning, in which students participate in activities in the classroom has been shown to increase learning gains. Flipped classrooms refer to the paradigm in which certain activities are scheduled for the students before the classroom so that the face to face time is devoted to more active ones. In this talk we will review how technology can be used to support this paradigm and the challenges and issues that need to be addressed.
Analytics to understand learning environmentsAbelardo Pardo
Seminar for the CHAI Group at The University of Sydney. A summary of the initiatives I have worked on in the past years plus a brief account of my current work.
Connecting Pedagogical Intent with Analytics in a Flipped ClassroomAbelardo Pardo
Description of how to use learning analytics techniques to collect evidence about student engagement while preparing a flipped classroom. A case study is presented in which students interact with various electronic resources and a measure of such engagement is produced and returned to them.
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.
Using learning analytics to help flip the classroomAbelardo Pardo
Presentation given at the 2013 Blended Learning Summit.
How can learning analytics help flip the classroom? What kind of technology can help us increase the level of engagement of students? Can the flipped classroom increase the effectiveness of a learning experience?
Active learning methods are known to improve academic achievement. Flipped learning takes advantage of preparation activities to increase student engagement. But how do we approach the design of such experiences?
One of the objectives of the recently created Faculty of Engineering and IT Education Innovation unit is to promote "sustained innovation" in engineering educaiton. Innovation is a word that gets thrown around quite frequently and it is assumed we all know what it means. In recent times the term appears in more complex expressions such as "sustained innovation" or
"culture of innovation". Organisations in general are facing challenges to go from stating the intent of adopting a culture of innovation and actually achieving it. Engineering and IT education is no exception. In fact, there are recent studies that point to the disparity of perception among academics about
what exactly means innovation in the context of learning and teaching engineering and IT disciplines. In this session we will discuss several elements that need to be present for innovation to occur and collaboratively distil some conditions that would provide the right climate so that learning and teaching innovation flourishes in the faculty.
Coding: Year 3-4 Teaching Ideas by Joanne VillisJoanne Villis
Coding is part of the curriculum which is relatively new and often a part which teachers struggle with. I have created a presentation to show how I taught coding with my Year 3 students this year and I have provided some work samples. Tasks can be adapted or modified for other year levels. I have also provided additional lesson ideas which I have not tried myself.
Feedback at scale with a little help of my algorithmsAbelardo Pardo
Talk exploring how to use data to provide scalable feedback in learning experiences. The solutions explored propose the use of algorithms to enhance how humans instructors provide feedback to students more effectively
The iPad has revolutionized the ways teachers deliver lectures, display whiteboard activities, deliver quizzes and polls and start group discussions.
This session will give you an overview of how the iPad is being used, around the world, in and out of the classroom. A list of iPad apps along with suggested training resources will also be made available at the end of the session.
Using OnTask for Student Coaching in Large Student CohortsAbelardo Pardo
The provision of student feedback is a challenging and resource intensive
task for any instructor but at the same time it has the potential of
significantly improve the overall quality of a learning experience.
This challenge is magnified even further in the context of large student
cohorts. Current initiatives such as the one captured by the OnTask project
have explored how to use data about student engagement to support instructors
of large student cohorts in this process. But despite the use of technology
there are still important aspects to consider. What is the ideal tone of the
message? Should they focus on the material? Assessments? Strategies? How
often is idea to send these messages? In this talk we will cover some
principles and examples of how instructors are addressing the problem.
Using data to provide personalised feedback at scaleAbelardo Pardo
The current state of higher education has increasing pressure over academics to offer high quality experience at scale. But what could be the actions that can be deployed to achieve this increase? What would be a good guiding principle to decide these actions? In this talk we explore first the possibility of using feedback and a coach mentality to provide student support, and then how data can help us scale that technique. There are examples of potential scenarios to deploy this at the level of a course, program or overall student experience.
Facilitating feedback processes at scale through personalised support actionsAbelardo Pardo
As education keeps advancing into the era of ubiquitous data availability there are certain challenges that are also increasing. The connection between data and direct improvements or benefit for students in terms of the overall quality of the learning experience is still an area under significant evolution. Learning analytics promises the use of data to improve learning experiences, but bridging the distance between widespread data availability and meaningful, effective and relevant actions informed by this data is still important. The current focus when considering the use of data tends to gravitate towards institutional interventions that target only a subset of the students (e.g. those at risk of dropping a course or abandoning the institution). But the student experience is much more complex and varied.
In this talk we will describe OnTask, a platform and approach to facilitate the connection between data and actions in the context of a learning experience. The framework used by the tool contains a generic architecture to simplify the combination of multiple data sources under a single data structure with an intuitive design of rule-based personalized support actions that can be scaled to large student cohorts. OnTask approaches the problem from the benefits of feedback processes that rely on a conversation between students and instructors at the level of a course.
Providing personalised student support in blended learning at scaleAbelardo Pardo
Blended learning environments can be used to deploy strategies to increase student engagement in learning experiences. However, for these strategies to be effective, this increase in engagement requires an increase in student support which can pose serious challenges for large cohorts. The increase in technology mediation offers unprecedented opportunities to collect information
about how students interact in a learning environment. Can this data be used to provide student support at scale? Is it feasible to blend data management techniques as part of a learning design to provide personalised suggestions to students? This talk will offer various practical examples of personalised
student support actions in the context of a large flipped classroom.
Designing Engaging Learning Experiences in Digital EnvironmentsAbelardo Pardo
Talk about how to address the design of learning experiences in the current digital environments and how to take into account the student perspective, motivation, feedback, and other various aspects.
Provision of personalized feedback at scale using learning analyticsAbelardo Pardo
The increasing presence of technology mediation offers an unprecedented opportunity to use detailed data sets about the interactions that occur while a learning experience is being enacted. Areas such as Learning Analytics or Educational Data Mining have explored numerous algorithms and techniques to process these data sets. Additionally, technology now offers the opportunity to increase the immediacy of interventions. However, not much emphasis has been placed on how to extract truly actionable knowledge and how to bring it effectively as part of a learning experience. In this talk, we will use the concept of feedback as the focus to establish a specific connection between the knowledge derived from data-analysis procedures and the actions that can be immediately deployed in a learning environment. We will discuss how there is a trade-off between low-level automatic feedback and high-level complex feedback and how technology can provide efficient solutions for the case of large or highly diverse cohorts.
Articulating the connection between Learning Design and Learning AnalyticsAbelardo Pardo
Learning analytics is a discipline that uses data captured by technology during a learning experience to increase our level of understanding, increase its quality, and improve the environment in which it occurs. But these experiences need to be designed first. In this talk we start from the statement that there is no such thing as a neutral design. In the era of increasing technology mediation Learning experiences need to be designed considering the capacity to capture data, the possibility of making sense and derive knowledge from the data, and the need to act on that knowledge. In this talk we will explore some initiatives to make these connections explicit in a learning design. Using a flipped learning experience, we will explore how to embed data and data analysis as part of the design tasks.
The role of data in the provision of feedback at scaleAbelardo Pardo
Technology mediation allows to capture comprehensive data sets about interactions occurring in learning experiences. Although these data sets have the potential of increasing the insight on how learning occurs, their use strongly depends on two aspects: the data has to be properly situated in the learning design, and the insights derived need to be translated into actions. In this talk we will explore how to establish this connection for the case of the provision of feedback. We will approach the problem from the point of view of intelligence amplification, that is, how data can support instructors to provide better support to learners through feedback. The talk will discuss some preliminary results from the Ontasklearning.org project.
The role of data in the provision of feedback at scaleAbelardo Pardo
The abundance of data in learning environments poses both a potential and a challenge. Improvements in the student experience need a strong connection between data, learning design and the delivery platform. In this talk we explore some ideas on how to establish this connection with respect to feedback.
Exploring hands-on multidisciplinary STEM with Arduino EsploraAbelardo Pardo
In this presentation we describe the Madmaker project. The use of Arduino Esplora to promote STEM activities in High Schools. It contains a description of our approach and data derived from the evaluation.
The role of institutional data in Learning AnalyticsAbelardo Pardo
Learning analytics has the potential of improving how higher education institutions operate. A significant portion of this potential derives from the use of institutional data. In this talk we review the role of these units in achieving institutional capacity and show some examples of the type of solutions possible at the level of instructors.
Generating Actionable Predictive Models of Academic PerformanceAbelardo Pardo
Exploring predictive models that are closer to action by instructors. The talk proposes the use of hierarchical partitioning algorithms to produce decision trees that can be used to divide students into groups and simplify how feedback is provided.
Exploring the relation between Self-regulation Online Activities, and Academi...Abelardo Pardo
Can we combine self-regulation indicators with digital footprints to understand how students learn? This talk describes a case study with a first year engineering course exploring this problem.
Data2U: Scalable Real time Student Feedback in Active Learning EnvironmentsAbelardo Pardo
Active learning environments require sustained student engagement in learning scenarios. Can we use data to provide feedback in real time about this participation?
Scaling the provision of feedback from formative assessmentAbelardo Pardo
Informal notes about a presentation in the New South Wales Learning Analytics Work group about how to send meaningful feedback to a large student cohort using learning analytics and semi-automatic processing.
Using data to support active learning experiencesAbelardo Pardo
How can you leverage the use of data to improve a learning experience? Learning analytics helps increase the accuracy of how we perceive the complexity of a learning scenario. In this talk I present some suggestions and an example of how to achieve this.
How to approach the design of flipped classroom. Discuss the rational and motivation to adopt flipped learning, the use of resources and the steps designing a module.
Will Learning Analytics Transform Higher Education?Abelardo Pardo
Discussion on the elements, actors, cultural change and scenarios that are related to Learning Analytics in Higher Education Institutions. Presentation given at the Digital Education Show Asia, Kuala Lumpur, June 2015
Technology for Active and Personalised Engineering EducationAbelardo Pardo
What type of educational technology is better suited for engineering education? What are the possible improvements? In this talk I present how educational technology can be used to improve engineering education and provide some samples of my past and current research.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
How to deploy a flipped classroom
1. PictcorrectFlickr
How to deploy a Flipped Classroom
University of South
Australia
19 February 2014
Dr Abelardo Pardo
School of Electrical and Information Engineering
The University of Sydney
slideshare.net/abelardo_pardo
(@abelardopardo)
2. Abelardo Pardo How to deploy a Flipped Classroom
LeeJHaywoodflickr.com
What is it? Explore How
The Plan Sample/Technology
3. Abelardo Pardo How to deploy a Flipped Classroom
LeeJHaywoodflickr.com
What is it?
4. Abelardo Pardo How to deploy a Flipped Classroom
KreativeKewlflickr.com
Flipped Classroom
does not exist!
(Bergmann & Sams, 2012)
5. Abelardo Pardo How to deploy a Flipped Classroom
MITCHELLflickr.com
Old idea, but revived due to two reasons
6. Abelardo Pardo How to deploy a Flipped Classroom
Krugazorflickr.com
(Mazur, 2009)
Simple transfer of information does not work
7. Abelardo Pardo How to deploy a Flipped Classroom
JuantanKwonflickr.com
Resources
everywhere!
8. Abelardo Pardo How to deploy a Flipped Classroom
Fellmanniaflickr.com
Face-to-face time
is very valuable!
9. Abelardo Pardo How to deploy a Flipped Classroom
mattcornockflickr.com
33 people returned
feedback, 67 visited the
questionnaire!
10. Abelardo Pardo How to deploy a Flipped Classroom
TOMTECflickr.com
More tools for more contexts
11. Abelardo Pardo How to deploy a Flipped Classroom
-NACH-flickr.com
Remember
Understand
Apply
Analyze
Evaluate
Create
InclassAssignments
FAILS!
12. Abelardo Pardo How to deploy a Flipped Classroom
barbouriansflickr.com
Was all the material covered in the allotted time?
13. Abelardo Pardo How to deploy a Flipped Classroom
pennstatenewsflickr.com
Was it a student success?
14. Abelardo Pardo How to deploy a Flipped Classroom
ScottMcLeodflickr.com
You have to prepare a totally new topic to
teach.
What is usually the most rewarding step of the
process?
1 Learning about the new topic.
2 Giving the lecture.
3 Preparing the exam.
4 Grading the exams.
15. Abelardo Pardo How to deploy a Flipped Classroom
-NACH-flickr.com
Remember
Understand
Apply
Analyze
Evaluate
Create
Pre-assignmentsInclass
16. Abelardo Pardo How to deploy a Flipped Classroom
ChandraMarsonoflickr.com
Does it work?
Sometimes
17. Abelardo Pardo How to deploy a Flipped Classroom
SepehrEhsaniflickr.com
Not as expected Yes!
(Strayer, 2012) (Ruddick, 2012)
(Zappe et al., 2009)
18. Abelardo Pardo How to deploy a Flipped Classroom
chronicle.com/article/How-Flipping-the-Classroom/130857/
19. Abelardo Pardo How to deploy a Flipped Classroom
chronicle.com/blogs/wiredcampus/debating-the-flipped-classroom-at-stanford/34811
20. Abelardo Pardo How to deploy a Flipped Classroom
LeeJHaywoodflickr.com
What is it? Explore how
21. Abelardo Pardo How to deploy a Flipped Classroom
KatGriggflickr.com
Reasons to be skeptical, cautions, conservative.
22. Abelardo Pardo How to deploy a Flipped Classroom
Debsflickr.com
Potential, opportunities.
23. Abelardo Pardo How to deploy a Flipped Classroom
Artotemflickr.com
Topic: Function minimization.
Objective: Find minimum.
Two cities next to river.
Where would you build the pumping station?
24. Ingredients of a good question
Remember,
understand, apply,
analyze, create
Abelardo Pardo How to deploy a Flipped Classroom
RobertoVerzoflickr
25. Abelardo Pardo How to deploy a Flipped Classroom
Dreaminginthedeepsouthflickr.com
Topic: continuous functions.
Objective: deduce new properties.
Two opposite points in the equator
with the same temperature.
26. Abelardo Pardo How to deploy a Flipped Classroom
Seafaringwomanflickr.com
Topic: ?
Objective: interpret system behavior
27. Abelardo Pardo How to deploy a Flipped Classroom
Seafaringwomanflickr.com
Topic: ?
Objective: interpret system behavior
A) Stays constantly with the same color
B) Every “Now!” event changes color
C) Changes color at infinitely large speed
D) Dunno
28. Abelardo Pardo How to deploy a Flipped Classroom
Paral_laxflickr.com
Objective
Preliminary information
Challenging question
Interaction!
29. Abelardo Pardo How to deploy a Flipped Classroom
LeeJHaywoodflickr.com
What is it? Explore How
The Plan
30. Abelardo Pardo How to deploy a Flipped Classroom
srharrisflickr.com
1) Pick an objective, concept, topic
31. Abelardo Pardo How to deploy a Flipped Classroom
Seafaringwomanflickr.com
Topic: Sequential devices in digital logic
Objective: interpret the behavior or memory
elements
32. Abelardo Pardo How to deploy a Flipped Classroom
p_a_hflickr.com
2) Previous activities (Be prepared!)
33. Abelardo Pardo How to deploy a Flipped Classroom
Hijukalflickr.com
3) Activities face-to-face
34. Abelardo Pardo How to deploy a Flipped Classroom
blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/
Be creative!
35. Abelardo Pardo How to deploy a Flipped Classroom
NeilCummingsflickr.com
Common narrative
36. Abelardo Pardo How to deploy a Flipped Classroom
acbflickr.com
Create your own ecosystem
37. Abelardo Pardo How to deploy a Flipped Classroom
LeeJHaywoodflickr.com
What is it? Explore How
The Plan Sample/Technology
48. Abelardo Pardo How to deploy a Flipped Classroom
RobertHuffstutterflickr.com
• Flipped classroom, a mindset (Active/Blended
learning)
• Numerous drawbacks, but also potential
• Role-redefinition, guide on the side vs Sage on
the stage
• Careful planning and cohesive narrative
• Technology can help, but not essential
• If you can be replaced by a video, perhaps you
should!
49. PictcorrectFlickr
How to deploy a Flipped Classroom
University of South
Australia
19 February 2014
Dr Abelardo Pardo
School of Electrical and Information Engineering
The University of Sydney
slideshare.net/abelardo_pardo
(@abelardopardo)
50. References
Bergmann, J., Sams, A., (2012)
Flip Your Classroom: Reach Every Student in Every Class Every Day
Hawker Brownlow Education
Mazur, E., (2009)
Farewell, Lecture?
Science, 323, pp. 50-51.
Strayer, J. F. (2012).
How learning in an inverted classroom influences cooperation, innovation and task orientation.
Learning Environments Research, 15(2), 171–193.
Zappe, S., & Leicht, R. (2009).
Flipping" the classroom to explore active learning in a large undergraduate course.
In Proceedings of the American Society for Engineering Education Annual Conference and Exhibition.
Leony, D., Pardo A., De la Fuente Valentín, L., Sánchez de Castro, D., Delgado Kloos, C. 2012
GLASS : A Learning Analytics Visualization Tool
International Conference on Learning Analytics and Knowledge, pp. 162-163, ACM Press.
Crespo García, R.M., Pardo, A., Delgado Kloos, C., Niemann, K., Scheffel, M., Wolpers, M., 2012
Peeking into the black box: visualising learning activities.
International Journal on Technology Enhanced Learning, 4(1/2), 2012
Abelardo Pardo How to deploy a Flipped Classroom