Making learning Motor Development

MARCIO A. OLIVEIRAAssistant Dean for Educational Innovation & TechnologySchool of Public Health, University of Marylandmarcio@umd.edu Co-Active coach – by CTI

Member of ICPA

Making learning Un-Googleable21st Century Pedagogy that will Transform Education

"I have never let my schooling interfere with my education.”

Mark Twain

Born: Samuel Langhorne ClemensNovember 30, 1835 - Florida, Missouri, U.S.

Died April 21, 1910 (aged 74)Redding, Connecticut, U.S.

educational transformation

How universities can find innovative, less costly ways of performing their valuable functions and save themselves from decline.

“30 years from now the big university campuses will be relics” (Peter Druker)

How teaching & learning would be?

Let’s Amazon Education !

Learning technologies

Future Directions

it is time to Netflix education

we need a new educational - business model

create new ways to teach …

Alphabet Soup of Teaching Environments

it may be a good time to FLIP !

Innovate and …

Closing the loopWhat is the

flipped classroom?

pre online assignment• Watch video tutorials • Complete a quiz

Inform summarize assess question

In class dialogue Ask practice | experience create and solve problems challenge

Principle # 1If my students can Google the answers, then I am asking the wrong questions.

Principle # 2

learning happens in my students’ minds

Principle # 3

“Teaching is leading students into a situation in which they can only escape by thinking”

principle # 4

Information anywhere, anyone, anytime

Learning Abundance

Information…

Explore different ways to delivery informationDifference between Basic tutorials and class updates

Face to face time

open environment created by us in real time.

Ungoogleable session

It take forms that I have not yet imagined

createdINFORMATION critique

drevisited

managed

Teaching Assistants

Experiential / Active Learning - Labs In class –tweeted questions Additional source of learning Mediate and monitor online collaborations

Benefits of learning technologies

Personalized learning – different levels Accessibility and collaboration Competency based assignments / course Peer assessment / learning – develop questions in class

best practices…

Do not simply digitize your lectures

Be transparent with your students

Be willing to take risks and give up control

F2F time - be ungoogleable !

10 Lessons I Have Learned by Flipping My Class http://blog.umd.edu/cte/files/2012/12/Flipped-Class-10-Lessons.pdf

What have I learned ?

1. Flip your classroom ONLY if it enhances students’ learning.

2. Flip your class, and be willing to flip your mind.

3. Employing e-learning tools is great, but secondary teaching.

4. Be dedicated and patient: Additional time and efforts will pay off.

5. Be creative and open-minded – Take some risks.

6. Be mindful and programmatic – Take one step at a time.

7. Optimize your learning spaces (online and F2F).

8. A successful course requires good management.

9. Be transparent: tell your students why you flip your course.

10. Be an Un-Googleable teacher.

10 Lessons I Have Learned by Flipping My Class

10 Lessons I Have Learned by Flipping My Class

How can I make the best of my F2F time?

Discovery session

•Who are your students? What should I know about them? What inspires them?

•What do they know already about the area that you are teaching?

•What are there past experiences? How do these experiences relate to the course topic, area of study?

What are their professional careers perspectives? Select a career path and relate this professional perspective with every single course assignments.

How can I make the best of my F2F time?

Design your course alliance– What are the necessary agreements that have to be made? – Define what is success on this course– There is not right and/or wrong >> Learning is the focus– What are the necessary skills needed for this course?– Permission to intrude = to be inquisitive and critical– Importance of keeping on task and meeting the course

deadlines – Who has the learning responsibility?

How can I make the best of my F2F time?

Discuss the critical values of the course – specifically for the F2F time

– Respect | Trust | Fun | Integrity | Commitment | Authenticity

Work on conflicting topics related to the course

Review your assessment tools (they should not be content oriented, but context and competency-based

What kind of activities do you

do in f2f?

1. Address students questions - some of them are sent to me prior to the f2f section

2. introduce a real-life context in which the content will be closely applied ( ex. clinical case or typical scenario)

3. ask the students challenging (deeper) questions about concepts and how they relate with this real-life context

4. present to the students new questions that:a) reinforce critical concepts and,b) further their understanding and brings meaning to their knowledge.

Your professional experience can trigger curiosity and inspire learning

Your class time is an oasis in the desert

Student’s reactions to new methodologies

What metrics are being applied to assess student learning outcomes using the flipped classroom model of learning versus the traditional classroom model of learning?

Is there sufficient data to assess the effectiveness of the flipped classroom?

Student’s reactions to new methodologies

What metrics are being applied to assess student learning outcomes using the flipped classroom model of learning versus the traditional classroom model of learning?

Is there sufficient data to assess the effectiveness of the flipped classroom?

Marcio A. Oliveira, Ph.D.Marcio A. Oliveira, Ph.D.Assistant Dean for Educational Innovation

School of Public Health - UMD

marcio@umd.edu