REVOLVING THE CLASSROOM

An Experiment to Increase Learning and Comprehension Using a “Flipped Classroom” Model

Jennifer MuhaGIS Faculty

Front Range Community College

WHAT IS A “FLIPPED CLASSROOM”?

A “Flipped classroom” is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content outside of the classroom, often online. It moves activities, including those that may have traditionally been considered homework, into the classroom.

WHAT IS A “FLIPPED CLASSROOM”?

A Flipped Classroom is NOT:

A synonym for online videos. About replacing teachers with videos. An online course. Students working without structure. Students spending the entire class staring

at a computer screen. Students working in isolation.

A Flipped Classroom IS: A means to INCREASE interaction and personalized contact

time between students and teachers. An environment where students take responsibility for their

own learning. A classroom where the teacher is not the "sage on the

stage", but the "guide on the side". A blending of direct instruction with constructivist learning. A classroom where students who are absent due to illness

or extra-curricular activities such as athletics or field-trips, don't get left behind.

A class where content is permanently archived for review or remediation.

A class where all students are engaged in their learning. A place where all students can get a personalized

education.

WHY I FLIPPED MY INTRODUCTION TO GIS COURSE (GIS 101) Red Rocks Community College has a locked GIS room, open only

when I am there I teach night classes, where most students have already worked an

entire day Not everyone learns at the same speed, so flipping allows them to

learn at their own speed Flipping the classroom allows for more interactive material for

student use Spending lecture time at home allows for more lab time, which

means more complex lab material

ASSUMPTIONS

Students have internet access Students can be expected to spend 2 –

3 hours outside of class for every credit hour Introduction is a 3 credit course, meaning

students can expect to spend between 6 and 9 hours outside of class

METHODS

LEARNGIS.ORG – “THE WIKI” LearnGIS.org

Conference Login: User: GISITR / Password: gisiscool

“The Wiki” Utilizes the TikiWiki FOSS CMS framework Students can translate the reading into 30

languages Students can read the week’s material,

watch sections of the lecture, and take concept quizzes

A project that started out as an “extra help” section grew into a full-blown text and help

Students participate in a “Reading Discussion”

VIDEOS Students watch pre-

recorded lecture videos Each lecture video has a

questions section below it for them to ask questions while the lecture plays

CCCS requires all video material is captioned for students

Videos are captioned in English and Spanish (so far)

VIDEO CREATION

Videos are recorded on a Canon handheld camera Recorded to the hard drive of my computer utilizing a BlackMagic

Design UltraStudio Mini Recorder ($187 gift card on Amazon) (HDMI to Thunderbolt)

Green screen setup ($62.99 on eBay) eBay - screen, frame, lights, light stands, umbrellas

iPad on a gooseneck stand ($20 used on Amazon – the stand, not the iPad)

Edited/Captioned in Camtasia 2 for Mac Played with jwplayer (HTML5 player)

CONCEPT QUIZZES Uses the H5P FOSS framework (H5P.org) Drills/Covers the concepts recently covered in the reading/lecture

materials Use:

Matching Drag and Drop Fill in the blank Multiple Choice True/False

Not graded/recorded All points = star!

CHECKPOINT QUIZZES / LABS Checkpoint Quizzes

Completed in class Concept Quizzes 3 – 5 questions covering the main topics of the reading/lecture Graded in the LMS (Desire 2 Learn, D2L)

Labs Focus on main concepts and tools Completed in class with instructor help (the point of the flip)

CHAPTER IN REVIEW A series of topics and questions that students should be taking

away from each chapter Discussed in class/lecture method

But it only lasts 20 – 30 minutes per chapter instead of 75 – 90 per chapter

Questions are answered/clarifications are made The beauty is: students know the main concepts and discussion can

move forward instead of focusing on the basics Questions will eventually make up the exams

THE STUDENT EXPERIENCE The expected experience is:

The student reads a section of text They watch a section of lecture (5 – 18 minutes) They take a concept quiz The pattern repeats

In class, we cover the Chapter in Review, interacting and asking questions to better understand the concepts and ideas presented

The rest of class was spent on lab time

STUDENT REVIEWS

STUDENT REVIEWS

STUDENT REVIEWS

STUDENT REVIEWS

FUTURE GOALS / LESSONS LEARNED Create “interactive videos” with internal quizzes Work on creating the Remote Sensing wiki

Take your time flipping Only flip one portion at a time, like a lesson, lab, or lecture Prepare, plan, get ready, and go.

QUESTIONS?