The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Players)
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Transcript of The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Players)
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The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Players)
Source: flickr.com/photos/kevinkendaru/
Designing our Learning Futures:
Technology-Enhanced Learning Symposium
31 Oct 2013
Professor Jeremy B WilliamsGriffi th Business School
@jeremybwilliams
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#DoLF13
slideshare.net/jembwilliams
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1. So what is a flipped classroom anyway?
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In the higher education context:
• A form of blended learning in which students access content online (e.g. short videos, podcasts and readings), and interact with peers and faculty in asynchronous discussion activities
• This frees up time previously allocated to lectures for more
learner-centric, interactive F2F (face-to-face) sessions
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2. Why flip in the first place?
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Learners are disengaged
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Sleeping in ClassLevel: Beginner
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Jody Steel
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Source: http://fyspringfield.tumblr.com/post/40611085814/can-we-just-take-a-moment-to-appreciate-the-issues
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MOOCs … coming to a university near you
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“The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor … When outstanding becomes so easily available, average is over.”
Thomas L. Friedman
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3. What do you have to do to be able to flip?
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Creator of learning resources
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Example Pinterest board
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Example Scoop.it topic
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A curator is an information chemist. He or she mixes atoms together in a way to build an info-molecule.
Then adds value to that molecule
Robert Scoble
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4. So what happens once you’ve created and curated?
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Onefully digitised
Curriculum
Oneset of
Learning
Outcomes
MultiplePedagogies
Student
Choice… lifestyle;
learning style
F2Fon
campus
F2Fwebinar
Onlineasynchronous
delivery
Intensivedelivery
blogs
wikis
StreamedAudio
DiscussionForum
StreamedVideo
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Imagine if attending a class in person on campus occurred because a student wanted to rather than because they had to …
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Instead of attending lectures delivered by lecturers in lecture theatres …
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… how would it be if students went to problem solving workshops, facilitated by academics?
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5. How to avoid flopping
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Tip # 1:
• Consider starting with an open Q&A session (15-20 mins) on the module currently being studied
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• Don’t make cosmetic changes to give the appearance of flipping
• Resist the urge to lecture
• Pull up material curated/ created to explain/ clarify
Tip # 2:
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Tip # 3:
• Develop authentic learning activities around unstructured problems that invite multiple responses
• Open-ended problems can be asynchronous online discussions or in-class activities
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7508GBS: Managing Sustainable Enterprise
• Identify three organisations and the progress (or otherwise) that they have made in becoming more sustainable enterprises
• Which is ‘good’, which is ‘bad’, and which is plain ‘ugly’?
• Put together a 15-minute presentation, summarising how you would go about managing these organisations.
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Tip # 4:
• Some students will come to class and expect you to do all the work
• Also expect students to come unprepared
• Peer pressure will ensure they pull their weight in future
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Tip # 5: Facilitate, prompt, probe
Flipping ≠ bludging
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Tip # 6:
• Ensure assessment activities are aligned with the pedagogy
• Multi-choice tests at the end of semester are inconsistent with a problem-based learning approach
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Tip # 7:
• You are the SME but new content comes thick and fast
• Encourage learners to share materials they find
• Acting as co-contributors to the curriculum increases engagement
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Tip # 8: • Learning is creation, not
consumption.
• Knowledge is not something a learner absorbs, but something a learner creates
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Tip # 9: • Rethink timetabling of
classes
• High quality online content may mean fewer F2F classes
• F2F classes may be blocks of time once a month, for example
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Tip # 10: Flipping can take some time to perfect
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participatory
flexible
authentic
Multi-modal in format: catering to different learning styles and different life styles
Learner centric: student as consumer and producer of knowledge
Assessment of learning grounded in reality: outcome driven learning; learning that lasts beyond the test
SUMMARY:THE NEW LEARNING
MODEL
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