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![Slide 4 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Topics from the NMC Horizon Report > 2015 Higher Education Edition
[Johnson et al. 2015]](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-4-2048.jpg)
![Slide 5 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Disruptive Education: Transforming Universities
[Gallagher & Garrett 2013]](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-5-2048.jpg)
![Slide 7 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Wissensmanagement
Konzepte
Franz Barachini
Barbara Geyer-Hayden
Projekt- und
Prozessmanagement
Roman Hartl
Christian Katschnig
"Inverting the classroom means
that events that have traditionally
taken place inside the classroom
now take place outside the
classroom and vice versa"
[Lage, Platt & Treglia 2000]](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-7-2048.jpg)
![Slide 10 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
“The real test of blended learning is the effective integration of
the two main components (…) such that we are not just adding
on to the existing dominant approach or method. (…).
A blended learning design represents a significant departure
from either of these approaches. It represents a fundamental
reconceptualization and reorganization of the teaching and
learning dynamic (…).
In this respect, no two blended learning designs are identical.
This introduces the great complexity of blended learning.“
[Garrison & Kanuka 2004]](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-10-2048.jpg)
![Slide 13 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Traditional Model
Creating
Evaluating
Analyzing
Appling
Understanding
Remembering
Flipped Model
Blooms Taxonomy
Students are responsible
for homework in these
levels of understanding
Teachers
introduce new
material to
students
Students and teachers
work together on these
levels of learning.
New material is
introduced to
students outside
of class as their
homework
[Williams 2013]](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-13-2048.jpg)
![Slide 15 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
[Gerstein 2012]
Based on Kolb’s
Experiential Learning Cycle
The Experiential
Flipped Classroom Model](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-15-2048.jpg)
![Slide 17 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Creating
Evaluating
Analyzing
Appling
Understanding
Remembering
Flipped Model and Knowledge Management
Blooms Taxonomy
Students and teachers
work together on these
levels of learning.
New material is
introduced to
students outside
of class as their
homework
[Williams 2013]](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-17-2048.jpg)
![Slide 27 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Wissensmanagement
Konzepte
Franz Barachini
Barbara Geyer-Hayden
Projekt- und
Prozessmanagement
Roman Hartl
Christian Katschnig
"students who come from an educational
background where lecturing
and rote work is the norm may experience
a great deal of culture shock at the
inverted classroom and resist taking on the
responsibility for learning that the
method entails"
[Talbert 2012]](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-27-2048.jpg)
![Slide 33 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden [Gray & Brown 2010]](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-33-2048.jpg)
![Slide 34 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Literature
[Gallagher & Garrett 2013] Gallagher S, Garrett G. (2013). Disruptive Education: Technology Enabled Universities. The
United States Studies Centre at The University of Sydney; Available at:
http://ussc.edu.au/ussc/assets/media/docs/publications/130801_DisruptiveEducation_GallagherGarrett.pdf
[Garrison & Kanuka 2004] Garrison, D. R., Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in
higher education. In The Internet and higher education (Hrsg.), Internet and Higher Education 7 (95 – 105).
[Gerstein 2012] Gerstein J. (2012). Flipped Classroom: The Full Picture for Higher Education. Available at:
https://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/
[Geyer-Hayden 2016] Geyer-Hayden B. Entwicklung eines ICM-Einführungsmodells für einen Fachhochschulstudiengang,
In: Das InvertedClassroom Modell. Begleitbandzur 5. Konferenz "Inverted Classroom and Beyond“, p. 71-76.
[Gray & Brown 2010] Gray D, Brown S, Macanufo J. (2010). Gamestorming: A Playbook for Innovators, Rulebreakers, and
Changemakers. Sebastopol: O'Reilly.
[Johnson et al. 2015] Johnson L, Adams Becker S., Estrada V, Freeman A (2015). NMC Horizon Report: 2015 Higher
Education Edition. Austin, Texas: The New Media Consortium. Available at: http://www.nmc.org/publication/nmc-horizon-report-2015-
higher-education-edition/
[Lage et al 2000] Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an
Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43.
[Talbert 2012] Talbert, Robert (2012): Inverted Classroom. In: Colleagues (Volume 9, Issue 1, Article 7), S. 17–20.
Available at: http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1183&context=colleagues
[Williams 2013] Williams, Beth (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE
Image sources (if not stated otherwise): pixabay, CC0 Public Domain](https://image.slidesharecdn.com/161010kmcompetencedevelopmentwithflippedclassroom-161018134911/75/KM-Competence-Development-with-Flipped-Classroom-34-2048.jpg)
Uploaded byFachhochschule Burgenland GmbH
KM Competence Development with Flipped Classroom
The document discusses the implementation and benefits of the flipped classroom model in the master's program of Applied Knowledge Management at the University of Applied Sciences Burgenland. It emphasizes the importance of integrating face-to-face and online learning to enhance student competence development while providing strategies for the blended learning approach. The document highlights positive aspects of the flipped classroom, such as flexibility and learner-centeredness, while also addressing challenges faced by both students and lecturers in adopting this method.
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Similar to KM Competence Development with Flipped Classroom
KM Competence Development with Flipped Classroom
- 1. KM Competence Developmentwith Flipped Classroom Barbara Geyer-Hayden
- 2. Slide 2 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Content • Flipped Classroom10:00 –10:20 • Experiences with Flipped Classroom10:20 – 10:40 • Force Field Analysis10:40 – 12:00
- 3. Slide 3 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Barbara Geyer-Hayden Degree course head of the master study program Applied Knowledge Management University of Applied Sciences Burgenland Campus 1 | A-7000 Eisenstadt | Büro: E.HG.151 T: +43(5)7705-4322 E: barbara.geyer-hayden@fh-burgenland.at
- 4. Slide 4 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Topics from the NMC Horizon Report > 2015 Higher Education Edition [Johnson et al. 2015]
- 5. Slide 5 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Disruptive Education: Transforming Universities [Gallagher & Garrett 2013]
- 6. Slide 6 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden FLI ED Classroom
- 7. Slide 7 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Wissensmanagement Konzepte Franz Barachini Barbara Geyer-Hayden Projekt- und Prozessmanagement Roman Hartl Christian Katschnig "Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa" [Lage, Platt & Treglia 2000]
- 8. Slide 8 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Flipped Classroom = another form of Blended Learning
- 9. Slide 9 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden face-to-face classroom + web-based online learning = Blended Learning
- 10. Slide 10 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden “The real test of blended learning is the effective integration of the two main components (…) such that we are not just adding on to the existing dominant approach or method. (…). A blended learning design represents a significant departure from either of these approaches. It represents a fundamental reconceptualization and reorganization of the teaching and learning dynamic (…). In this respect, no two blended learning designs are identical. This introduces the great complexity of blended learning.“ [Garrison & Kanuka 2004]
- 11. Slide 11 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Elements of Blended Learning face-to-face classroom web-based online learningself-study phase Output: blended learning design
- 12. Slide 12 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Elements of Flipped Classroom Phase 1: Lecture (Before Class) Phase 2: Homework Activities (During Class)
- 13. Slide 13 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Traditional Model Creating Evaluating Analyzing Appling Understanding Remembering Flipped Model Blooms Taxonomy Students are responsible for homework in these levels of understanding Teachers introduce new material to students Students and teachers work together on these levels of learning. New material is introduced to students outside of class as their homework [Williams 2013]
- 14. Slide 14 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Elements of Flipped Classroom Phase 1 (Before Class): Videos (Screen casting, Narrated PowerPoint movie, Video of lecturer talking or Animation) Limited: Podcast (Audio file) and Pre- Readings Phase 2 (During Class): Discussion around pre-viewed online content Testing of concepts Workshop and problem solving activities
- 15. Slide 15 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden [Gerstein 2012] Based on Kolb’s Experiential Learning Cycle The Experiential Flipped Classroom Model
- 16. Slide 16 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden The Teacher´s Role Image: Flickr / AJC1, CC BY-SA 2.0
- 17. Slide 17 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Creating Evaluating Analyzing Appling Understanding Remembering Flipped Model and Knowledge Management Blooms Taxonomy Students and teachers work together on these levels of learning. New material is introduced to students outside of class as their homework [Williams 2013]
- 18. Slide 18 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Master Study Program Applied Knowledge Management Image: FH Burgenland
- 19. Slide 19 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Focus of the Master Study Program Applied Knowledge Management: - Knowledge Transfer, - Online Communication and - E-Learning.
- 20. Slide 20 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Main Parameters “Applied Knowledge Management" • Master study program with 120 ECTS • 50% face-to-face classroom and 50% web-based online learning • E-Portfolios Study Program • Part-time students • The average age of the students is 35 • 40% of the students have a pedagogic educationStudents • From the fields of Knowledge Management and E-Learning • The most are part-time lecturer Lecturer
- 21. Slide 21 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden FLI ED Study Program
- 22. Slide 22 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Reasons • A coherent blended learning design for the whole study program • Clear suggestions for the web-based online learning • Do what you teach (Focus: E-Learning) • Quality of teaching
- 23. Slide 23 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden AppliedKnowledgeManagement:Modules W1 7 Knowledge- 4 management Approaches W2 7 Knowledge- 4 management Strategies PM 7 Project- 4 and Process- management FE 7 Research Methods 4 W3 7 Knowledge- 4 management Methods K1 7 Online 4 communication Tools WO 7 Knowledge 4 Organisation K2 7 E-Learning 4 E1 2 English 2 DA 7 Master's Thesis 2 PP 14 Project group coaching- > 3 accompanying seminar-> 2 EL 7 Online Media 4 17 individual coaching -> 1 Master Thesis Seminar -> 2 AT 7 Current 4 Topic E2 2 English 2 Final Exam 4 ECTS Semester ECTS SWS ECTS SWS ECTS SWS ECTS SWS ECTS SWS ECTS SWS 30 18 30 18 30 13 30 9 120 58 1 2 3 4 General Electives 15,8 ECTS / 7 SWS ECTS (European Credit Transfer System Learning Points): One ECTS fulfills 25 working hours for Students SWS (Semester week hours): One SWS meets 15 x 45 minutes teaching time
- 24. Slide 24 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Exploration Survey Students Lectors Interviews Student Lecturer Degree course head In the summer semester 2016
- 25. Slide 25 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden W1 7 Knowledge- 4 management Approaches PM 7 Project- 4 and Process- management FE 7 Research Methods 4 K1 7 Online 4 communication Tools E1 2 English 2 Semester ECTS SWS ECTS SWS ECTS SWS ECTS SWS ECTS SWS ECTS SWS 30 18 1 FF 2 IT Update 2 Flipped Classroom in the 1. Semester Status of the winter semester 2015
- 26. Slide 26 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Positive sides Flexible web-based online learning Appreciation of the face-to-face time Learner-centered
- 27. Slide 27 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Wissensmanagement Konzepte Franz Barachini Barbara Geyer-Hayden Projekt- und Prozessmanagement Roman Hartl Christian Katschnig "students who come from an educational background where lecturing and rote work is the norm may experience a great deal of culture shock at the inverted classroom and resist taking on the responsibility for learning that the method entails" [Talbert 2012]
- 28. Slide 28 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Image: FH Burgenland
- 29. Slide 29 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Lecturer • More effort (for implementing a new blended learning design) • The advantage over the traditional design is not clear for all • Want to be free to teach without the corset of a given teaching method
- 30. Slide 30 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Resume • Changes in a system take a lot of time and many small steps • Flipped Classroom has the potential to support competence development better than traditional teaching forms
- 31. Slide 31 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
- 32. Slide 32 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Why do we use the Force Field Analysis? Reasons for and against the introduction of the Flipped Classroom ClassroomFlipped
- 33. Slide 33 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden [Gray & Brown 2010]
- 34. Slide 34 |KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden Literature [Gallagher & Garrett 2013] Gallagher S, Garrett G. (2013). Disruptive Education: Technology Enabled Universities. The United States Studies Centre at The University of Sydney; Available at: http://ussc.edu.au/ussc/assets/media/docs/publications/130801_DisruptiveEducation_GallagherGarrett.pdf [Garrison & Kanuka 2004] Garrison, D. R., Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. In The Internet and higher education (Hrsg.), Internet and Higher Education 7 (95 – 105). [Gerstein 2012] Gerstein J. (2012). Flipped Classroom: The Full Picture for Higher Education. Available at: https://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/ [Geyer-Hayden 2016] Geyer-Hayden B. Entwicklung eines ICM-Einführungsmodells für einen Fachhochschulstudiengang, In: Das InvertedClassroom Modell. Begleitbandzur 5. Konferenz "Inverted Classroom and Beyond“, p. 71-76. [Gray & Brown 2010] Gray D, Brown S, Macanufo J. (2010). Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers. Sebastopol: O'Reilly. [Johnson et al. 2015] Johnson L, Adams Becker S., Estrada V, Freeman A (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium. Available at: http://www.nmc.org/publication/nmc-horizon-report-2015- higher-education-edition/ [Lage et al 2000] Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43. [Talbert 2012] Talbert, Robert (2012): Inverted Classroom. In: Colleagues (Volume 9, Issue 1, Article 7), S. 17–20. Available at: http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1183&context=colleagues [Williams 2013] Williams, Beth (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE Image sources (if not stated otherwise): pixabay, CC0 Public Domain
Editor's Notes
- #2 Welcome to my workshop „KM Competence Development with Flipped Classroom“. My name is Barbara Geyer-Hayden and I will tell you about Flipped Classroom and Knowledge Management.
- #3 First I will tell you about the concept of Flipped Classroom. Then I will present our concept and experiences with Flipped Classroom. We are here at a Knowledge Management Conference so the most important part, from my point of view, is to exchange and develop new knowledge. Therefore we will develop a Forced Field Analysis together. familiar with the concept of the flipped classroom know several scenarios in the field of Knowledge Management worked out the reasons for and against the introduction
- #4 My name is Barbara Geyer-Hayden. I am the Degree course head of the master study program „Angewandtes Wissensmanagement“. Bevore that I was working in the field of knowledge management consulting and training for 7 years, I worked as a project manager for IT Systems that where called knowledge management systems. And at the beginning I worked as a scientific assistent in the field of knowledge magement.
- #7 The term "Flipped Classroom„ was popularized by the teachers Bergmann and Sams [3] for High Schools.
- #8 Prior to that the term "The Inverted Classroom" was used for students at Miami University. "Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa" [4]. Homework in school, Für die deutsche Version Auf die Hochschullehre übertragen bedeutet das, dass die Rezeptionsphase aus dem Hörsaal ausgelagert wird und stattdessen die aktive Lernarbeit in den Mittelpunkt der Präsenzphase rückt (siehe Abbildung 2 und Abbildung 3). Mit anderen Worten: Beim Inverted Classroom erfolgt der Theorieinput und die eigenständige Inhaltserschließung zeit- und ortsunabhängig. Der Dozent/die Dozentin stellt Lernmaterialien, meist Lernvideos, in der Regel über das Internet bereit, die den Lernenden zur Vorbereitung dienen. Die darauffolgende Präsenzveranstaltung wird zur gemeinsamen Vertiefung und zum gemeinsamen Üben des Gelernten genutzt. (vgl. Schäfer, 2012, S. 3-5)
- #9 Flipped Classroom is a kind of Blended Learning. Are we getting old wine in new bottles? „ (…) blended learning is he thoughtful integration of classroom face-to-face learning experiences with online learning experiences.”
- #10 Flipped Classroom is a kind of Blended Learning. „ (…) blended learning is he thoughtful integration of classroom face-to-face learning experiences with online learning experiences.”
- #11 And just as in the case of blended learning, the blended learning design is important with the Flipped Classroom. Für die deutsche Version: Nach Sauter, Sauter und Bender (2004, S. 68) ist Blended Learning „(…) ein integriertes Lernkonzept, dass die heute verfügbaren Möglichkeiten der Vernet-zung über Internet oder Intranet in Verbindung mit “klassischen” Lernmethoden und -medien in einem sinnvollen Lernarragement optimal nutzt. Es ermöglicht Lernen, Kom-munizieren, Informieren und Wissensmanagement, losgelöst von Ort und Zeit in Kombi-nation mit Erfahrungsaustauch, Rollenspiel und persönlichen Bedingungen in klassischen Präsenztrainings.“
- #12 The compination of face-to-face classrom web-based online learning with the self study phase defines the quality of the output.
- #15 The flipped classroom is another form of blended learning where a student is first exposed to new material outside of class, usually in the form of an online presentation. When the student attends class in a brick-and-mortar setting, the class time is used to apply the material in the form of problem-solving and discussion.
- #16 1. What: What happened? What were the results? 2. So What? What do these results imply? How did I influence the outcome? 3 Now What: What will I do differently next time? 4. DO IT
- #17 Fundamental change in teaching style: Educators may be used to the traditional style and format of lectures, and so moving to using class time for more student-centred active learning may require some planning around what will actually happen in the class.
- #22 The term "Flipped Classroom„ was popularized by the teachers Bergmann and Sams [3] for High Schools.
- #23 ein schlüssiges Blended-Learning-Konzept bzw. E-Learning-Konzept eine gute Qualität der Lehre die interne Qualitätskontrolle der Arbeitsleistung der Lehrkräfte und ein gut durchdachtes Gesamtkonzept („roter Faden“)
- #27 Flexibles Lernen in der individuellen Phase Wertschätzung der Präsenzzeit Lerner- bzw. Lernerinnenzentrierung dass knapp 90% nicht überzeugt sind, dass das Inverted Classroom Modell den Lehrenden ermöglicht, individueller als im konventionellen Lehrveranstaltungsdesign auf die Studierenden einzugehen nicht alle Dozenten bzw. Dozentinnen gänzlich der bezeichneten Vorteile des Inverted Classrooms im Vergleich zum traditionellen Lerndesign sicher sind Lektoren bevorzugen: alternativ dazu eine „Sowohl-als-auch“-Lösung anzudenken
- #28 The best students benefit the worst are less engaged
- #29 With flipped Classrom you have to work more for yourself. But it is harder to learn than listening.
- #31 In which context flipped classroom brings a value compared to traditional teaching forms?
- #34 Introducing Flipped Classrom work out the reasons for and against the introduction of the Flipped Classroom Model Flipped (i umgedreht mit Punkt nach unten) Classroom Zwei Pfeile im Kreis