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Inquiry into the development of a flipped 
classroom project for future teachers 
Florian Meyer & Isabelle Nizet 
Professors 
Université de Sherbrooke 
Faculté d’éducation 
25 octobre 2014 
Université Laval, Québec 
ISSOTL 2014
Structure 
• Context and pedagogical problem 
• Theoretical background 
• Processes 
• Results and learning 
• Discussion
A pedagogical and 
technological innovation 
Flipped Classroom 
For a course about 
assessement and 
evaluation for secondary 
future teachers
Course about 
evaluation 
Bac. in Sec. Ed 
2 credits 
3h/week 
10 weeks 
Labs 
Home readings 
Autonomus 
Work 
Pedagogical Problem 
Real need of 
SUPPORT for 
PROCEDURAL 
learnings 
(TECHNICAL)
Pedagogical hypothesis 
SUPPORT in CLASS 
Labs 
Self Learning 
clips 
Autonomus 
work
Theoretical background
Flipped Classroom 
• Litterature describes problems 
that can arise in the context of 
flipped classrooms (Baranovic, 
2013; Bishop & Verleger, 2013; 
Herreid & Schiller, 2013). 
• These problems are primarily 
technological and are 
discussed both from the point 
of view of students (Enfield, 
2013; Pavlovsk, 2013), and 
from that of the trainers who 
create multimedia ressources 
(Herreid & Schieller, 2013; 
Thiele, 2013) 
• However, the issue of the 
training needs of trainers 
and instructional designers in 
terms of instructional design 
is never mentioned.
TPaCK to 
support the 
teaching 
team 
Source : http://tpack.org
Source : http://pedtice.org 
An interpretation of SoTL
Methodology
Collection of data and traces at every step 
Learning goals 
INSTRUCTIONAL 
DESIGN (MISA) 
Pedagogical 
Means 
PROBLEMATISING 
Teaching and 
ANALYSIS 
Effects Learning Conditions 
RESEARCH OF 
EXPERIMENTATION SOLUTIONS
Instructional Design to sustain 
our collaboration 
Méthode 
d’ingénierie des 
systèmes 
d’apprentissage 
(MISA) 
(Henri, 2001)
Results
Videos
Team TPaCK
Team TPaCK
Team TPaCK
Students’ self learning processes 
Learning goals 
Performance 
goals 
Insecurity Autonomy 
Spontaneous 
learning 
strategies 
Demands for 
confirmation
Real transfer of learning into the classroom
Same observations as mentioned 
in literature 
• Cultural choc for learners (Talbert, 2012) 
• Understanding of what represents autonomy 
(Flumerfelt et Green, 2013) 
• Perception of the traditional pedagogies’ limits (Talbert, 
2012; Toto et Nguyen, 2009) 
• Difficulty to perceive how to articulate activities outside 
and inside the classroom (Strayer, 2012) 
• Lack of preparation before coming to the classroom 
(Brunsell et Horejsi, 2013) 
20
+ Self confrontation 
• What’s happening ? 
• Why ? 
• Select 2 best positive aspects 
• Select 2 aspects to improve
Validation of planned activities to solicit 
students' cognitive processes 
• Realised she managed to do it thanks to a 
coherent learning model she used to anticipate 
• She realised how much she is preoccupied by the 
learning processes of the students and how to 
support them to make them explicit 
Identification of the direct effects: premature 
or appropriate activitie. 
• Realised the need of an activity to let students 
demonstrate and confirm their understanding. 
• Application of concepts is too fast, students need 
more time to confirm their understanding 
Awareness of posture 
• Realised that although she thought 
she was offering a dialogic dynamic, 
she acts as an expert who gives good 
answers in order to comfort students. 
• Realised that she needs a theortical 
model on which she could rely to 
better handle students inquiry and 
doubts 
• She oscillates between control and 
coaching. She needs more 
enlightened practice 
Reflection
Conclusion
Contribution to to 
production of scientific 
knowledge 
Contribution to the 
production of professional 
knowledge 
Contribution to the 
improvement of teaching 
and learning
Nizet, I. et Meyer, F. (2014). Un projet de pédagogie inversée en 
formation initiale à l'évaluation de compétences. Communication 
présentée dans le cadre du symposium « Quand la recherche est 
au service des pratiques de formation à l’enseignement faisant 
usage du numérique, et vice-versa », Florian Meyer, 28e congrès 
de l’Association Internationale en Pédagogique Universitaire 
(AIPU), Mons, 18-22 mai. 
Nizet, I., et Meyer, F. (2014). A Flipped Classroom Design for 
Preservice Teacher Training in Assessment. In J. Keengwe, G. 
Onchwari, et J. Oigara (Eds.) Promoting Active Learning Through 
the Flipped Classroom Model (pp. 71-90). Hershey, PA: Information 
Science Reference.
Conclusion 
• SoTL : a guide for a scientific approach 
• TPaCK : a structure to support sharing of 
professional expertise 
• Instructional design : a tool for action, 
collaboration and co-training
Thank you very much ! 
Florian Meyer : florian.meyer@usherbrooke.ca 
Isabelle Nizet : isabelle.nizet@usherbrooke.ca 
PeDTICE : http://pedtice.org

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INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTURE TEACHERS

  • 1. Inquiry into the development of a flipped classroom project for future teachers Florian Meyer & Isabelle Nizet Professors Université de Sherbrooke Faculté d’éducation 25 octobre 2014 Université Laval, Québec ISSOTL 2014
  • 2. Structure • Context and pedagogical problem • Theoretical background • Processes • Results and learning • Discussion
  • 3. A pedagogical and technological innovation Flipped Classroom For a course about assessement and evaluation for secondary future teachers
  • 4. Course about evaluation Bac. in Sec. Ed 2 credits 3h/week 10 weeks Labs Home readings Autonomus Work Pedagogical Problem Real need of SUPPORT for PROCEDURAL learnings (TECHNICAL)
  • 5. Pedagogical hypothesis SUPPORT in CLASS Labs Self Learning clips Autonomus work
  • 7. Flipped Classroom • Litterature describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). • These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013) • However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned.
  • 8. TPaCK to support the teaching team Source : http://tpack.org
  • 9. Source : http://pedtice.org An interpretation of SoTL
  • 11. Collection of data and traces at every step Learning goals INSTRUCTIONAL DESIGN (MISA) Pedagogical Means PROBLEMATISING Teaching and ANALYSIS Effects Learning Conditions RESEARCH OF EXPERIMENTATION SOLUTIONS
  • 12. Instructional Design to sustain our collaboration Méthode d’ingénierie des systèmes d’apprentissage (MISA) (Henri, 2001)
  • 18. Students’ self learning processes Learning goals Performance goals Insecurity Autonomy Spontaneous learning strategies Demands for confirmation
  • 19. Real transfer of learning into the classroom
  • 20. Same observations as mentioned in literature • Cultural choc for learners (Talbert, 2012) • Understanding of what represents autonomy (Flumerfelt et Green, 2013) • Perception of the traditional pedagogies’ limits (Talbert, 2012; Toto et Nguyen, 2009) • Difficulty to perceive how to articulate activities outside and inside the classroom (Strayer, 2012) • Lack of preparation before coming to the classroom (Brunsell et Horejsi, 2013) 20
  • 21. + Self confrontation • What’s happening ? • Why ? • Select 2 best positive aspects • Select 2 aspects to improve
  • 22. Validation of planned activities to solicit students' cognitive processes • Realised she managed to do it thanks to a coherent learning model she used to anticipate • She realised how much she is preoccupied by the learning processes of the students and how to support them to make them explicit Identification of the direct effects: premature or appropriate activitie. • Realised the need of an activity to let students demonstrate and confirm their understanding. • Application of concepts is too fast, students need more time to confirm their understanding Awareness of posture • Realised that although she thought she was offering a dialogic dynamic, she acts as an expert who gives good answers in order to comfort students. • Realised that she needs a theortical model on which she could rely to better handle students inquiry and doubts • She oscillates between control and coaching. She needs more enlightened practice Reflection
  • 24. Contribution to to production of scientific knowledge Contribution to the production of professional knowledge Contribution to the improvement of teaching and learning
  • 25. Nizet, I. et Meyer, F. (2014). Un projet de pédagogie inversée en formation initiale à l'évaluation de compétences. Communication présentée dans le cadre du symposium « Quand la recherche est au service des pratiques de formation à l’enseignement faisant usage du numérique, et vice-versa », Florian Meyer, 28e congrès de l’Association Internationale en Pédagogique Universitaire (AIPU), Mons, 18-22 mai. Nizet, I., et Meyer, F. (2014). A Flipped Classroom Design for Preservice Teacher Training in Assessment. In J. Keengwe, G. Onchwari, et J. Oigara (Eds.) Promoting Active Learning Through the Flipped Classroom Model (pp. 71-90). Hershey, PA: Information Science Reference.
  • 26. Conclusion • SoTL : a guide for a scientific approach • TPaCK : a structure to support sharing of professional expertise • Instructional design : a tool for action, collaboration and co-training
  • 27. Thank you very much ! Florian Meyer : florian.meyer@usherbrooke.ca Isabelle Nizet : isabelle.nizet@usherbrooke.ca PeDTICE : http://pedtice.org

Editor's Notes

  1. We needed a framework that allows us to to innovate, to make sure there is a positive effect on students learning but also that allows us to set a rigorous and scientific process to contribute to the scientific knowledge
  2. On a présenté les différentes étapes, ici nous voulons surtout nous concentrer sur les résultats en liens avec ce qui se passe dans la classe et ce que Isabelle peut retirer de cette expérience.