designing flipped learning experiences
TRANSCRIPT
Abelardo Pardo (@abelardopardo)Faculty of Engineering and IT slideshare.net/abelardo_pardo
Queen’s U
niversity flickr.com
Designing flipped learning experiences
University of Edinburgh 27 April 2016
Designing flipped learning experiencesAbelardo Pardo 2
About meRishi S flickr.com
Teaching
First year engineering course
Computer systems
350 students
Plenary 2 hour lecture + 2 hour tutorial + 3 hour laboratory session
Active learning
Heavy use of technology
Research
Educational technology
Learning analytics
Data-guided feedback
Naturalistic experiments
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Istvan flickr.com
The Parts
The Design Examples
What? Why?
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Istvan flickr.com
What?Why?
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KreativeKewl flickr.com
Flipped Learning does not exist!
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Simple information transfer is not working
Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51.
Krugazor flickr.com
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Juan tan Kwon flickr.com
Unprecedented amount of learning opportunities: resources, spaces, formats, devices, etc.
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Hungarian Snow
flickr.comUnlimited choices
• Recorded lectures
• Lecture notes
• Collections of previous questions/answers
• etc.
More complex decision making process
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Philhearing flickr.com
Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition (pp. 282-312). New York, NY: Oxford University Press.
Carsten Tolkm
it flickr.com
Automatic Rational
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Face to face time is very valuable
International Monetary Fund flickr.com
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Felder, R. M., & Brent, R. (2009). Active Learning: An Introduction. ASQ Higher Education, 2(4).
Active Learning
“anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes”
Brandi Redd flickr.com
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Active Learning Works
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Istvan flickr.com
TheParts
What? Why?
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-NAC
H- flickr.com
Remembering
Understanding
ApplyingAnalysing
Evaluating
Creating
In L
ectu
reTu
toria
l/Ass
ignm
ents
Revised Bloom’s Taxonomy
Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education.
Cognitive Skills
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-NAC
H- flickr.com
Remembering
Understanding
ApplyingAnalysing
Evaluating
Creating
Prep
are
Lect
ure/
Tuto
rial
Revised Bloom’s Taxonomy
Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education.
Cognitive Skills
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Chandra M
arsono flickr.com
Does it work?
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002
Indirect evidence emerging of improved academic performance and student and staff satisfaction
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Could/Should you improve how your students learn?
Nicola O
sborne flickr.com
Is it more work?
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Istvan flickr.com
The Parts
TheDesign
What? Why?
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Tom H
awk flickr.com
• Approach the design as if you were a choice architect.
• Help students to make the right decisions.
• Every small detail counts!
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Dan Klim
ke flickr.com
“Students’ reluctance to engage in class activities is not surprising if classroom exercises are passive and not consistently well designed or executed as active learning exercises that students perceive as enhancing their learning through collaboration.”
(Emphasis added)
White, C., Bradley, E., Martindale, J., Roy, P., Patel, K., Yoon, M., & Worden, M. K. (2014). Why are medical students 'checking out' of active learning in a new curriculum? Medical Education, 48(3), 315-324. doi:10.1111/medu.12356
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1. Think in three spaces
Towards higher order skills
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2. Keep the outcome in mind while designing
After this lecture/weekstudents should…
CC
SU N
Z 2013 flickr.com
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training p a h flickr.com
3. Design previous activities (Be Prepared!)
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Videos*
MCQ*
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Beware of technology pushing us away from rational thinking
Jen R flickr.com
Designing flipped learning experiencesAbelardo Pardo
4. Design face-to-face activities
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hijukal flickr.com
Think outside of the box
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Istvan flickr.com
The Parts
The Design Examples
What? Why?
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Example 1: Engineering
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Preparation
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Preparation
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Preparation: Summative assessment
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Example 2: Professional Practice of Radiography (PG). A/Prof. Mark McEntee
“The interactive quizzes during class are excellent” “I love the quizzes”
‘Learning was supported by useful electronic learning resources’ Agreement increased from 78% to 98%
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In class activities
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Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/
Used in large classes
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1.Use the theatre areas (five)
2.Assign an identifier to each area
3.Assign a digital gate to each area
4.Show input values. Students raise hand if output is 1
5.Acknowledge the fastest area in the theatre
6.Repeat from step 3 changing the assignments
Outcome: Understand how digital gates work
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A word on feedback
1.Increased student engagement, increased feedback.
2.Sustained participation in activities, sustained feedback.
3.Maintain the dialogue
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1.Active learning works
2.Start gradually (one topic) but aim big (whole course)
3.Identify the spaces in which learning occurs
4.Be creative. Design useful resources for the students
5.Make the most of the face-to-face time
6.Provide frequent feedback about progress
Sean Dreilinger flickr.com
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Flip your classroomWhere to start
bit.ly/youflip
Abelardo Pardo (@abelardopardo)Faculty of Engineering and IT slideshare.net/abelardo_pardo
Queen’s U
niversity flickr.com
Designing flipped learning experiences
University of Edinburgh 27 April 2016