Training flipped classroom
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Transcript of Training flipped classroom
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>Student Activities
Place of time spent
Before the class During the class Before the exam
Traditional Reading (limited) Listening to the lecture, making notes:surface learning
Reading, watching weblectures, construct understanding
“Flipped” Assignments: watching videoclips, reading, preparing/submitting questions, construct understanding
Answering questions, peer-instruction, discussions: deep learning
Reading, watching weblectures, recap discussed questions and problems
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>Waarom? Aandachtsspanne Actief leren / Aanpassen aan voorkennis Time on task
Attention curve during a lecture without interaction
Attention curve during a lecture with interaction
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>Why?
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A students Electrodermal activity
doi: 10.1109/TBME.2009.2038487
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University Council elections 2010 (!)
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Topics1. Evidence from research 2. Experiences in Groningen: Evaluation and
Use cases3. Flipped video recordings4. Course design: the flip
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1Evidence from research
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>Student workload
Use of Blackboard in “fundamenten van operations”
Bokhorst, 2009
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P2G server RUG gebruik Januari – september 2013
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>The warming up lecture (Kuiper, 2011) Preparation: clips Pretest-posttest
control group design Plus: delayed test No significant effects on test scores Effects on student satisfaction (interviews)
and possibly attendance Lecturer preferred traditional lecture
Full report, in Dutch: http://tiny.cc/mh142w
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04/10/2023 | 17
Wieling & Hofman (2010)
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>Interactive engagement with clickers>(Thloaele, et. al. 2013)>pre-test/post-test
control group design>Discussion activities>Improvement of
academic achievement>No effects on motivation
Innovations in Education and teaching International http://dx.doi.org/10.1080/14703297.2013.796725
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>Factors contributing to academic performance
>Under review (Thloaele, 2014)
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2Experiences in Groningen: Evaluation and Use cases
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“Voor de projectie van de vragen en de stemresultaten is een lichtsterke LCD projector nodig. Zo’n apparaat kost al gauw Fl. 20.000,-”
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10-04-2023
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Examples>Lecture preparation>Classic: MC question>Opinions>Discussion>Start group discussion>Open comments>Idols>Interactive tutorial>Formative test>Nano-paper
> See: Factsheet: http://tiny.cc/fng1vw
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>Backchannel experiment: reactionlecture
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>Added value H&G>SR1
Verslag: reactiecollegehttps://dl.dropbox.com/u/317765/reactiecollege_intensivering_van_het_onderwijs_in_grote_colleges_NL.pdf
Bijlagen (evaluaties)https://dl.dropbox.com/u/317765/Bijlagen_reactiecollege.pdf
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>Interaction H&G SR1
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2011-02-15 14:52:16 | "In welk gebied valt de ziekte van Parkinson?" | unread2011-02-15 14:43:06 | "Waarom zit alles omgekeerd en zijn niet alle functies ipselateraal?" | unread2011-02-15 14:33:16 | "National geo. Heeft over de localisatie v/d penis een uitzending. Vergeten op te
nemen toen ik het zag echter." | unread2011-02-15 14:31:23 | "Kan in zaal 4 de powerpoint iets minder snel weg gedrukt worden?" | unread2011-02-15 14:30:12 | "Ouderen kunnen minder goed hoge tonen horen. Komt dit door minder gevoeligheid
in het oor of door beschadiging in dat deel van auditief gebied?" | unread2011-02-15 14:21:18 | "Is de eerste editie van het boek ook goed? Waarin verschillen de drukken van
elkaar?" | unread2011-02-15 14:20:44 | "Komt er een college overzicht waarin staat welk hoofdstuk in welk college wordt
behandeld?" | unread2011-02-15 14:01:07 | "Wat wordt er in college 24 bedoeld met het woord 'sterker'?" | unread2011-02-15 14:00:42 | "Vind onbewuste informatie verwerking dan ook plaats op lager niveau (limbisch) als
bewuste cognitieve processen? Zoals bijv. onvrijwillig lezen van t" | unread2011-02-15 13:57:16 | "Waarom heten die complexere zaken ih rational brein externe processen?" | unread2011-02-15 13:54:31 | "Ontbreekt er bij veel dieren het oranje deel? (Sheet 22)" | unread2011-02-15 13:48:18 | "Komt er ook een leesschema op nestor?" | unread2011-02-15 13:47:56 | "Kunt u de volgende keer het geluid harder zetten?" | unread2011-02-15 13:46:04 | "Staat er ook ergens een leesrooster op nestor zodat je bijblijft met lezen en op tijd
alles gelezen hebt?" | unread2011-02-15 13:46:15 | "Foodlydoodlywoo" | unread2011-02-15 13:45:05 | "Heeft u nog meer tips voor de mensen die het vak al vaker hebben gevolgd, om het
dit jaar wel te halen?? We zoeken de gouden tip!!" | unread2011-02-15 13:45:00 | "Kunnen de artikelen alstublieft beter leesbaar op nestor worden geplaatst?" |2011-02-15 13:44:09 | "Komt dat bericht altijd in beeld? Want dat lijkt me een beetje afleiding" | unread2011-02-15 13:44:07 | "" | unread2011-02-15 13:44:17 | "Waar kan ik mijn fiets parkeren?" | unread2011-02-15 13:43:55 | "Goed iniatief!" | unread2011-02-15 13:44:05 | "Hoeveel uur moet je hier per week aan besteden?" | unread2011-02-15 13:43:58 | "Ik vermaak me hier uitstekend" | unread2011-02-15 13:43:44 | "Hallo" | unread2011-02-15 13:43:09 | "Kuddos voor de technologische vooruitgang!" | unread2011-02-15 13:43:07 | "Hoi!" | unread2011-02-15 13:43:13 | "Doet hij t nu al?" | unread2011-02-15 13:42:53 | "Leuk dit!" | unread
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Bouw stemkastjes in de grote collegezalen in. Interactieve colleges zijn leuker om te volgen en houden de aandacht erbij
Zeker volgend jaar weer doen! Erg leuk en handig!
Niet gelijk doorklikken naar antwoordscherm, dan heb je het zelfde effect als handen opsteken, iedereen stemt dan op degene die dan al de meeste stemmen heeft lijkt mij. Verder is sms'en tijdens college een leuke aanvulling! Vooral handig bij bespreking vragen, daar steek ik zelf altijd veel van op. Dus misschien is het handig om moeilijke tentamenvragen (uit vorige jaren) tijdens college te behandelen, zodat je weet wat je ongeveer kunt verwachten op tentamen.
Eerst smsen, verder gaan met uitleg, daarna de resultaten + toelichting. Zo is er meer sms tijd
Studenten
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> Student evaluations No effect expected on study results Motivation effect Useful Model: knowledge question
> Lecturer: good to get response
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>Conclusions Technical options getting better Didactics (but: advice needed…) Student reactions Docent reactions
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3Flipped videorecordings
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> Models of use (Winnips, Verheij, Gommer, 2011)
1. Checking back attended lectures2. Checking back missed lectures3. Presentation skills4. Re-use5. Flexible learning
Winnips, J. C., Verheij, G.J., Gommer, E. M. (2011). The next step for use of streaming video in Higher Education: Didactic models for weblectures. In: P. Law, S. Law, C. Wankel. (Eds.). Streaming Media in Higher Education.Charlotte, NC: Information age publishing.
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>Recording a warming-up lecture>1 mindmap>2 steps >3 visualise>4 http://screencast-o-matic.com/>5 Give intro - conclusion
http://gertjangaatnaarafrika.blogspot.com/2011/03/powervideo.html
http://dl.dropbox.com/u/16513631/RDEcourseexamples_final.pdf
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http://dl.dropbox.com/u/16513631/RDEcourseexamples_final.pdf
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4Course design: flipped lectures
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Voorafgaand aan college: Instructie video
Voorafgaand aan college: Verwerkingsvragen
Tijdens college:Verdiepingsvragen:
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>Lecture plan
Time Lecturer activity
Student activity
Materials used
Links to objective
#Other…
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>Good questions Linked to course/lecture objective Invite deep discussion Needs student preparation No right or wrong answer Motivating
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10-04-2023
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>Is anders dan gebruikelijk, zo hebben ze zelf geen onderwijs gehad
>Vergt durf en lef>Andere manier van voorbereiden>Klein beginnen>Video maken is nieuw
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Interaction design: Explain neighbour: What and why? (10 mins)
(lecture plan) Choose a form (slide 15) (5 mins) Test in Mentimeter – neighbour (20 mins) What preparation do students need to
answer your question? : screencast
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>Good questions: Bring your point across? Motivating? Invite discussion? Need entry knowledge? No right/wrong answer?
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Thank you!Koos Winnipstiny.cc/koos
Factsheet reactiecollege:https://dl.dropbox.com/u/317765/Factsheet_19102012.pdf Ervaringen op de RUG met “reactiecollege”: http://tinyurl.com/reactiecollege Warming up lecture (Vera Kuiper): https://dl.dropbox.com/u/317765/Van%20weblectures%20naar%20warming%20up%20lectures.pdf Powervideo:http://gertjangaatnaarafrika.blogspot.com/2011/03/powervideo.html Erik Mazur: interactive teaching: http://www.youtube.com/watch?v=lBYrKPoVFwg