A Lecturer’s Perception of the Adoption of the Inverted Classroom or Flipped Method of Curriculum Delivery in a Hydrology Course, in a Resource Poor University of Technology
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This document summarizes a lecturer's experience adopting the inverted or flipped classroom method in a hydrology course at a resource-poor university. The lecturer perceived the inverted classroom method to be useful for promoting deep learning and increasing job satisfaction. However, adopting the method required high levels of technological and teacher self-efficacy. It also involved labor-intensive preparation of learning materials and was challenging due to the university's poor classroom conditions and lack of technology support. Overall, the lecturer saw benefits but also difficulties in implementing the inverted approach in this specific context.
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Flipped Classroom and blended learning, pros, cons, similarities and differences
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Lesson 12 INFORMATION TECHNOLOGY IN SUPPORT OF STUDENT-CENTERED LEARNING
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Similar to A Lecturer’s Perception of the Adoption of the Inverted Classroom or Flipped Method of Curriculum Delivery in a Hydrology Course, in a Resource Poor University of Technology
The flipped classroom
Flipprd Learning is an innovative learning method. Technology based learning. Known as inverted classroom.
Flipped Classrooms Reaching More
The document discusses flipped learning, which involves students learning new material outside of class such as through online videos, and using class time for activities that allow students to apply and deepen their understanding of the content with teacher guidance. This approach aims to address issues with large class sizes and student disengagement by providing individualized attention in class. Benefits include promoting active and self-directed learning, collaboration, and maximizing the use of class time for higher-order thinking. The document outlines various elements of the flipped classroom approach including its theoretical foundations and benefits.
Reaching More Learners Through Flipped Learning: Infusing Technology confere...
Presentation explores the concept of a Flipped Classroom and how Technology can be infused in order to ensure that all learners understand.
Flipped learning intro
The document discusses the flipped classroom model of instruction. It begins by outlining challenges in traditional classrooms like disengaged learners and large class sizes. It then defines the flipped classroom as exposing learners to new material like videos prior to class, and using class time for hands-on activities. Benefits include maximizing class time for active learning and individualized attention. The document provides examples and resources for implementing flipped classrooms, and discusses assessment and deciding which lessons to flip. Overall, the flipped classroom aims to shift lower-level learning outside of class in order to use class time for higher-order thinking.
FACI-LEARNING-PRESENTATION.pptx
Learner-centered pedagogy focuses on students' needs, abilities, interests, and learning styles, with the teacher facilitating learning. This acknowledges that the student voice is central to each learner's experience. Educators must consider diverse learners' needs, styles, backgrounds, and preferences in selecting teaching methods. Delivery modalities include face-to-face, blended, online, and distance learning. Learner-centered teaching uses flexible structures and differentiated strategies to customize learning for each student.
Innovative teaching models
The document discusses 5 innovative teaching models: 1) Contextual teaching and learning emphasizes real-world experiences and prior knowledge. 2) Quantum learning aims to accelerate learning through engagement. 3) Integrated learning combines multiple subjects through common themes. 4) PAIKEM focuses on active, fun, competency-based learning. 5) Collaborative learning involves students learning together through interaction and group work. The models provide benefits like higher-order thinking and retention, but also challenges like ensuring on-topic discussion and meeting all ability levels.
Pedagogy
The document discusses pedagogy and andragogy as two models of learning. Pedagogy refers to the art and science of teaching children, with the teacher dominating and transmitting knowledge to passive students. Andragogy concerns self-directed learning for adults and views learners as active participants in the learning process. While pedagogy focuses on knowledge transmission, andragogy facilitates content acquisition and is more student-centered through techniques like group discussion and problem-solving.
flipped classeroom.pptx
Here are some potential challenges that may arise when implementing a flipped classroom model and some suggestions on how to address them:
1. Student buy-in and engagement with pre-class work
- Clearly communicate the purpose and benefits of pre-class work. Provide guidance on how long students should spend.
2. Technological issues
- Have backup plans that don't rely on technology. Test all resources before assigning. Provide alternatives for those without access.
3. Increased workload for teachers
- Start small by flipping just one unit. Streamline resources over time. Consider team-teaching to share the load.
4. Lack of support from administrators, parents or community
- Communicate goals
El modelo flipped classroom
This document proposes applying the Flipped Classroom methodology to an English class for second year students. The Flipped Classroom model transfers knowledge acquisition outside the classroom through videos and online materials. In class, teachers use activities like discussions and assessments. The proposal aims to justify making educational changes to adapt to students' needs and promote active, self-regulated learning. A lesson plan on cinema is provided as an example intervention using the Flipped Classroom approach. The proposal evaluates the model from the teacher and student perspective and acknowledges limitations like requiring further research on effective implementation.
Digital Initiative in Higher Education (Flipped and Online Learning)
Digital Initiative in Higher Education (Flipped and Online Learning)Academy for Higher Education and Social Science Research
The document discusses learner-centric flipped classrooms, MOOCs through SWAYAM, and open educational resources (OER). It describes how flipped classrooms shift instruction to a learner-centered approach using online videos and active learning activities in class. SWAYAM is India's indigenous MOOC platform that provides online courses from IITs, IIMs, and central universities. The document outlines the goals, features, and national coordinators of SWAYAM and discusses challenges with MOOCs like low student engagement and completion rates.Student centered learning and technology
This document discusses teacher-centered versus student-centered learning. It describes teacher-centered learning as a traditional approach where the teacher leads instruction and students play a passive role. In contrast, student-centered learning engages students actively in their own learning through activities, use of technology, cooperation with peers, and independent work. The document advocates for student-centered approaches that empower students and help them acquire lifelong learning skills.
Towards Blended Learning; Strategies and Roles of Teachers
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Onderwijsdagen november 2012
This document discusses lessons learned from using lecture capture technology and integrating media into lectures. It finds that students expect and benefit from access to recorded lectures, especially for exam preparation. While full lectures are too long to watch completely, clips provide more flexibility and interaction can positively impact learning. The document advocates moving from lower to higher order learning goals by using media for basic content and reserving class time for active learning. Case studies show that as faculty gain confidence, they look for more engaging ways to use technology beyond just clips. The framework presented covers integrating rich media into learning design at different levels of learning goals.
Onderwijsdagen november 2013
This document discusses lessons learned from using lecture capture technology (OASE model) at VU University Amsterdam. It finds that students expect and benefit from access to recorded lectures, especially for exam preparation and making annotations. However, full-length recordings are often too long to watch completely. Clips and interactive elements increase engagement and learning outcomes. The document also discusses moving from lower to higher-order learning goals by using media to make lectures more engaging and allow students to learn basic content outside of class. This relates to the "flipped classroom" model where students take responsibility for learning foundational material on their own. Finally, it references frameworks for integrating rich media and blended learning approaches.
Blended Learning Deconstructed and ELT
1. The document discusses blended learning, which combines face-to-face classroom instruction with online learning.
2. Blended learning is effective because it increases student interaction, engagement, and time with content, leading to better learning outcomes. Students are more active learners in a blended model.
3. Blended learning supports principles of language learning, such as providing more time for students to be exposed to the target language. It also makes class time more productive.
Principal’s Guide to Blended Learning for Elementary Mathematics
Blended learning – the powerful combination of real-time and online interaction – is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Jeff Piontek, PhD, Curriculum and Assessment President, Educational Consulting Services, LLC and Tim Hudson, Director of Curriculum Design for DreamBox Learning discuss how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics include the importance and efficacy of blended learning, evaluating curriculum and blended learning model options, and the latest and most effective technology used in elementary-level mathematics.
Flipped classroom.pptx
This document discusses a flipped classroom approach for an optional course. It defines flipped classroom as transferring direct instruction from the group learning space to individual learning space. The flipped classroom approach has four elements: flexible learning environment; student-centered learning culture; intentional content; and professional educators. It discusses traditional, partial, and holistic flipped classroom models and notes advantages like increased interactive time but also limitations like students not preparing or lacking equipment. It concludes by emphasizing the potential of the approach if properly presented and educators' technology skills are developed.
Blended Learning
Blended learning combines online and in-person learning where students learn through digital and online media as well as traditional classroom methods. It involves using different modes of delivery and teaching styles in an interactive learning environment. There is no set formula for a blended learning model, but common approaches include the rotation model where students rotate between online and classroom settings, and the flex model where online learning is the backbone of student learning. Blended learning provides benefits to both educators and learners by increasing flexibility, personalizing instruction, and optimizing resources. While it requires strong technical resources and support, blended learning models are expected to continue evolving with new technologies.
Birmingham talk ls in he jan 2017
This document discusses adapting lesson study to different contexts. It argues that while lesson study originated in Japan, there is no single fixed process, and it can be adapted based on needs. The document then discusses applying lesson study approaches in higher education and distance learning contexts. It proposes a lesson study model for formative evaluation of distance learning modules that centers pedagogy and allows for curriculum development and student input. Finally, it argues that lesson study is best seen as a philosophy rather than a rigid recipe, and it needs to be adapted while maintaining foundational elements and transparency about underlying assumptions.
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This document discusses the use of digital storytelling in higher education classrooms and outlines some of the ethical issues that need to be considered. It presents two case studies of digital storytelling programs at the University of Michigan and Cape Peninsula University of Technology. The document examines different frameworks for analyzing the ethics of digital storytelling, including an ethic of care and posthuman ethics. It also reflects on how to apply these frameworks to analyze one student's digital story, called Jasmine's story, and considers what matters from different ethical perspectives.
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This document discusses using design thinking principles in academic staff development for blended learning course design. It presents two case studies of design thinking approaches used at CPUT in South Africa and the Instructional Innovation Incubator (I3) at UNC in the US. Some shared design thinking principles that emerged from both case studies include having a human-centered design focus on the learner, intensive engagement with design processes, experimentation and playfulness, application of skills, ongoing reflection, and developing communities of practice. The document argues that a design thinking mindset can help disrupt traditional teaching approaches and motivate staff to innovate.
2018 07 06 Towards flexible provision through distance education - Real Estat...
The document summarizes research on students' experiences in a distance learning program for a National Diploma in Real Estate offered by Cape Peninsula University of Technology in South Africa. Key findings include:
- Students generally had positive experiences and found the flexible online program met their needs as working professionals. However, they had a narrow view of flexibility that focused on content and assessments.
- Social presence from instructors and timely feedback were important but varied between instructors. Peer support occurred informally through WhatsApp groups but few formal online meetings.
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2018 07 06 Designing for Design Thinking: Fostering an e-Learning Champion Mi...
1. The document describes a 10-week design thinking course for academics to foster an eLearning champion mindset.
2. Participants collaborated in teams, developed empathy through persona creation, and focused on problem definition and exploration through design thinking activities.
3. Feedback indicated the course successfully fostered collaboration, empathy, problem orientation, reflection, and a focus on practice; though future iterations could increase intensity and challenge perfectionist culture through experimentation and failure.
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This document discusses concerns that two white female professors may unintentionally reinforce colonial wounds and perpetuate violence against students of color through their classroom practices. It examines how privileging dominant white narratives or portraying students of color as "other" could have these effects. The authors consider how to recognize habits of mind that perpetuate disenfranchisement and acknowledge their own biases. They propose flipping the curriculum to prioritize engagement across differences, integrating counter-narratives, and respecting students' languages and experiences as an ethical way to responsively recreate habits of mind.
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Decolonising Learning Spaces Implications for Ethical Practice
This document discusses the need to decolonize learning spaces and move away from assumptions of safety. It argues that the concept of a "safe space" is problematic as no space is equally safe for all. Instead, it proposes moving towards the idea of "safe-enough spaces" that embrace uncertainty and vulnerability. The document outlines some of the risks of harm that can occur, such as harassment or isolation, when having difficult conversations about identity in learning environments. It concludes that educators should surrender the idea that they can offer absolute safety and instead focus on co-creating terms of engagement and practical actions that make spaces safe enough for open discussion and intellectual growth.
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Sense and sentimentality in digital stories – a case of pre-service teacher e...
This document discusses a case study of using digital storytelling in pre-service teacher education in South Africa. It explores how digital stories can construct emotions and examines the role of multimodality. Using digital stories, students were able to move outside their comfort zones and unpack their understanding of norms and differences. This pedagogy of discomfort generated negative emotions like vulnerability and anger, but also led to self-discovery and hope through critical emotional reflexivity. Digital stories gave marginalized voices a platform through critical storytelling and counternarratives.
Storytelling, emotions and empathy
Presentation of first findings at the Posthumanism and Affective Turn NRF Project Meeting, Montfleur, 27th of November 2014
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This document discusses a study on the use of WhatsApp to support teaching and learning in higher education from the perspectives of lecturers. It presents findings from three case studies where WhatsApp was used in different ways. In Case Study 1, WhatsApp supported a blended learning model and helped build community. In Case Study 2, it facilitated student-led discussions. In Case Study 3, it aided long-distance communication. Overall, WhatsApp functioned as a boundary object, allowing identification, coordination, reflection and transformation across boundaries. However, issues around privacy, ground rules and ethics need consideration.
Digital technologies in the classroom
This document discusses the use of digital technologies in the classroom and how they can enhance learning. It notes that today's students have grown up with technologies like computers, cell phones and the internet as integral parts of their lives. As a result, three shifts are needed: from education to learning, from information consumption to participatory learning, and from institutions to networks. Emerging technologies like social media, online collaboration tools, and mobile devices allow learning to take place anywhere and empower students to create and share knowledge. However, institutions and policies have been slow to fully adopt and implement these technologies. The document advocates embracing technologies to provide meaningful, connected learning experiences for students.
UCT lunch time seminar: Adapting digital storytelling to Higher Education
This document discusses adapting digital storytelling for higher education. It provides examples of digital storytelling models used at the Cape Peninsula University of Technology, including workshops for staff and student projects integrated into coursework. Benefits discussed include engaging students, developing digital literacies, and linking academic content to personal experiences. Challenges include managing large groups, integrating stories into curriculum, and limited access to technology. Student feedback indicates stories helped learning and connection. Overall, digital storytelling shows potential as a flexible, authentic pedagogical tool when adapted for specific educational contexts and disciplines.
Developing capabilities of the heart and the mind: digital storytelling and a...
The document discusses how digital storytelling was used with education students in South Africa to facilitate Martha Nussbaum's capabilities approach to social justice. It provides context on the study, which involved students creating digital stories on social issues in education. Focus group interviews found that the process helped students develop several capabilities, including seeing issues from others' perspectives and increased empathy. However, the discussion notes the process focused more on individual capabilities and agency rather than collective change. While a small step, the project provides hope by highlighting social issues and mobilizing action from others.
The digital, social, open and networked scholar
The document discusses the digital, social, open, and networked scholar. It describes how digital scholarship uses digital media for scholarly communication and research on digital media. Social scholarship combines traditional scholarship with social Internet practices like openness, collaboration, and sharing. Open scholars make their work publicly accessible and invite ongoing feedback. The document addresses barriers to adopting these approaches in developing regions, like infrastructure issues, and how harnessing social media could help researchers disseminate their work more widely.
Emerge seminar digital storytelling at cput
This document discusses digital storytelling at Cape Peninsula University of Technology (CPUT). It outlines two types of digital stories created - content-based stories that focus on academic topics, and experience-based stories where students reflect on personal experiences. Challenges of digital storytelling include technology issues, assessment, time constraints, and ensuring diverse literacy skills. Benefits include critical reflection, building student identity and agency, social cohesion, and engaging with diversity.
Digital storytelling at CPUT
This document discusses digital storytelling at the Cape Peninsula University of Technology (CPUT). It begins by providing context on the new generation of students and their relationship to technology. It then distinguishes between content-based digital stories, which focus on transmitting information or skills, and experience-based stories, which are more personal. The document outlines challenges of digital storytelling projects, such as varying digital literacy skills. It provides examples of stories created at CPUT and discusses benefits like engaging students and developing local content. Participatory techniques used include community mapping and the River of Life. The document concludes by listing references that discuss topics like critical reflection and social justice in relation to digital storytelling.
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- 1. A lecturer’s perceptionof the adoptionof the invertedor flipped methodof curriculumdeliveryin a Hydrologycourse,in a resourcepoor Universityof Technology Ivala,E,Thiart,A,Gachago,D.
- 2. HEI’s Traditional classroom? - Qualityteachingandlearning? - Deeplearning?
- 4. Humanlearning takes placein two phases: TRANSMISSION/ ACQUISITION ASSIMILATION Acquiring information, understanding through Lectures, reading & listening Making meaning, connections, integrating through Homework, lab work, cooperative learning, projects, discussions,
- 5. Bloom (1956) Assimilation>> Transmission from a cognitive standpoint
- 7. Students have the GREATEST accessibility to expert learner/content domain during the tasks of LOWEST cognitive complexity. Students work on tasks of GREATEST cognitive complexity and DEEPEST learning when the instructor is LEAST accessible. False sense of mastery Disengagement Academic dishonesty Shallow learning
- 8. Howdo we respond? COGNITIVE LOAD ACCESSIBILITY OF HELP ACCESSIBILITY OF HELP
- 10. TRANSMISSION By “inverting”the classroomwe mean: ASSIMILATION In class Outside class ASSIMILATION TRANSMISSION
- 11. Shift in what happens during class time!
- 15. Sometips on out-of class work e.g basic exercises such as crosswords
- 16. Inclass on mobile devices
- 18. External variables Technology Acceptance model (Davis1989) Perceived Ease of use Perceived usefulness Actual system use Behavioural intention of use Technology self efficacy
- 19. Adapted Framework (Chigona) Technological Self-efficacy Teacher Self- efficacy External Variables Perceived ease of use of ICM Perceived usefulness of ICM Behavioural intention to use ICM
- 20. Data analysis and results
- 21. Technological self-efficacy • “Perception of the individual’s ability to use technology in accomplishment of a sophisticated task….” • ICM relies heavily on Technology • other faculty lacks knowledge and experience in Technology – reluctant to implement ICM • However, lecturer implemented ICM partly because of technological self-efficiency
- 22. Teacher self-efficacy • “belief in the individual’s capabilities to bring about desired outcomes of student engagement and learning, even with unmotivated students” • Lecturer had very high levels of SE • reflect on • own teaching methods • context of teaching • Impact on learning • Adopt alternative methods e.g. ICM • Increased levels of work enjoyment
- 23. Perceived usefulness of ICM • “degree to which an individual believes a particular system would enhance the job of teaching” • The lecturer believed in ICM as an effective means of curriculum delivery to • facilitate deep learning • Enhance job satisfaction
- 24. Perceived ease of use of ICM • “the degree to which the individual believes that using a particular system would be free of effort” • Labour intensive and time consuming to develop learning material • Co-teachers using different methods of teaching • Poor classroom conditions • Lack of technology and support in poor universities
- 25. Conclusions • The lecturer perceived ICM as • Significant for promoting deep learning • Enhance job satisfaction • Adoption of ICM by other teachers affected by teacher’s • Technological self efficacy coupled by teacher self- efficacy • Negative impacts such as labour intensive production of learning materials and contextual and social issues at the particular university