Flipping the classroom at the University of Queensland

Learning Pathways – Aligning the Cloud to the Campus The ENGG1200 Flipped Classroom

Experience

Carl Reidsema

Outline

•  Where are we at? •  What should we do? •  Our case study •  What’s next?

Where are we at?

Educa:on: public good or private commodity?

h@p://www.evolllu:on.com/opinions/darwin-‐disrup:on-‐cycle-‐reframing-‐higher-‐educa:ons-‐proposi:on/

There are new paradigms and change agents …

Industry

“The future is no longer simply about knowledge transfer. It is more about behavioural change.”

Dr. Jason Armstrong Brisbane Technology Centre Manager Boeing Research & Technology Australia

Research

… the world may call for: •  a will to learn; •  a will to engage; •  a preparedness to listen; •  a preparedness to explore, to hold oneself out to new experiences;

•  a determina:on to keep going forward. Ronald Barne?

Professional Accredita:on Bodies

Knowing Ac:ng Being

What should we do?

Times Higher Educa:on

If your lecture can be replaced by a video, perhaps it should be!

h@p://www.flippedclassroomworkshop.com

Ac:ve Learning Works

Richard Hake (1998) Interac:ve-‐engagement vs tradi:onal methods: A six-‐thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics

Our case study

Our context Large fundamental 1st year engineering course:

•  Materials •  Problem solving •  Modelling •  Design •  Prac:ce •  Self development

•  1200 students/y •  20% international •  20% female •  95% from high school

Our team

Design Thinking

Situated Learning Context before Content Knowing and Doing

Criteria •  Providing a reason to come to campus

•  Providing authen:c educa:on to large cohorts

•  Integra:ng theory and prac:ce

•  Encouraging ownership of learning

•  Student engineers (not engineering students)

Authen:city

(Lave & Wenger, 1991) "Appren:ces must organise and take responsibility for their own learning (curriculum) and recruit teaching or guidance for themselves."

Collabora:ve technology has opened up new opportuni:es in Educa:on, but in the end it’s not the tools that drive learning. The design of authen:c learning tasks is a first step towards encouraging self-‐regula:on.

create space for students to pracEce applying the informaEon of the discipline with their peers.

Week 7 Week 13 Week 1

Theory/Content Team-‐Based Learning

Week 10

Tools

Integrated Learning UQ Centre Workshops

Online Learning Build/Test/Teamwork

Design Brief Problem Defn

Team Performance

Design Ambiguity

Concept Genera:on

Solu:on Evalua:on

Detailed Design Implementa:on Delivery

Structure and scaffold and …

Devise projects A Mechanical/

Mechatronic/Aerospace

Torque Rod

B Chem/ Mech/Elec

Torque Rod

C Civil/Elect/Mech Beam

D Mining/ Elec/Mech

Torque Rod

Find spaces and equipment

The usual stuff … but what else?

35

Working in Teams (online module)

Purposeful Team alloca:on Inten:onal selec:on of team members to maximise student poten:al and performance

Teamwork (workshop) Belbin roles Poten:al conflicts, project stages and aQributes Team charter

Team mentoring PAF1 (forma:ve) to iden:fy teams at risk Team mentoring session

Peer-‐evalua:on Project delivery PAF2 (summa:ve) to derive individual mark Team feedback mee:ngs

Considered Task Design

(Kavanagh et al 2011)

36

Set Goals Materials

Teams Modelling

Evaluate Goals

And what happened?

Let the students in … ~1200 students: ~200 teams, 50 course staff

Where to from here?

Evidence Based Prac:ce

Lave and Wenger (1991) Situated Learning: Legi:mate peripheral par:cipa:on. John Seeley-‐Brown Students should be able to design their own curriculum and and be able to acquire their own resources as well as criEcally evaluate their progress.

UniversiEes are gathering unprecedented amounts of informaEon about students' online acEviEes and backgrounds, helping to predict those most likely to fail their courses. Many universiEes are introducing programs that monitor how long students use internet course materials and libraries, and track students' digital interacEons with others. But students are likely to be concerned that informaEon about their personal study habits could wind up in the hands of future employers.

Framework

0 10 20 30 40 50 60 70 80 90 100

PAF below 0.95 (78 Students)

PAF above 0.95 (959 Students)

Podcast m

inutes watched

PAF1 vs. Podcast minutes watched

P < 0.0001

52

54

56

58

60

62

64

66



PAF vs Mid-‐Semester Result

0

20

40

60

80

100

120



Num

ber o

f Forma:

ve Quiz A

@em

pts

PAF vs. Forma:ve Quiz aQempts

P < 0.0001

0

10

20

30

40

50

60

70

80



Summa:

ve Quiz R

esult (%)

PAF vs. Summa:ve Quiz Result

P < 0.0001

Summary •  Value Proposi:on Needs Addressing •  It’s a Brave New World •  Radical Transforma:on is Possible •  Learning is More Than Content •  Technology Can Bridge The Gap

– Student Voice – Assessment – Evalua:on

Thank you!

h@p://www.uq.edu.au/tediteach/flipped-‐classroom/olt-‐transforming/

Flipping the classroom at the University of Queensland

Education

Transcript of Flipping the classroom at the University of Queensland