Flipping highered
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Flipping the classroom in HE addresses programs that typically do not have offerings online. Although the trend is to blend, the traditional HE classroom can use websites online and have a digital pree
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Flipping highered
- 1. Flipped lassroom Teaching in Higher Ed Cynthia Sistek-Chandler, Ed D cchandler@nu.edu National University Teacher Education Department Based on the work and research of Bergmann and Sams (2007-212) The Flipped Classroom: The Full Picture for Higher Education by Jackie Gerstein, Ed D Boise State
- 2. What is a Flipped lassroom? K-12 Model (Bergmann & Sams, 2007) www.flippedclassroom.org YouTube Video http://youtu.be/26pxh_qMppE Face-to-Face “in class” teaching Lecture-based shifts to new learning models promoting interaction in the FTF environment F Lecture GroupIndividualized Instruction HigherEd
- 3. Lecture Direct Instruction Shifts to video-based instruction Archived instructional videos online Individualized “just-in-time” Individualized “personalized” (PLN) (Fulton, K., 2012, Reinventing Schools for the 21st F Century for the National Commission on Teaching and America’s Future) HigherEd
- 4. Shift from Lecture-Based Inquiry Based Learning Experiential Problem Based F Learning Learning http://www.knewton.com/flipped-classroom/ HigherEd Infographic Overview found on Knewton
- 5. Basic Tenets of the Experiential FC The educator becomes a facilitator and tour guide (aka “guide on the side”) of learning possibilities – offering these possibilities to the learners and then gets out of the way. Learning institutions are no longer gatekeepers to information. Anyone with connections to the Internet has access to high level, credible content. Lectures in any form, face-to-face, videos, transcribed, or F podcasts, should support learning not drive it nor be central to it. HigherEd
- 6. Basic Tenets of the Experiential FC Informal learning today is connected, instantaneous, and personalized. Students should have similar experiences in their more formal learning environments. Almost all content-related knowledge can be found online through videos, podcasts, and online interactive learning objects, and is more often better conveyed F through these media than by classroom teachers. HigherEd
- 7. Basic Tenets of the Experiential FC Learners need to be personally connected to the topic. Student engagement is the key to learning. This is more likely to occur through engaging experiential activities. A menu of learning acquisition and demonstration options should be provided throughout the learning cycle. F HigherEd
- 8. Experiential Engagement F HigherEd
- 9. Experiential Engagement F HigherEd
- 10. How to Flip the Higher Ed Classroom? Divide into instructional blocks Use the workshop model Have students construct knowledge in class Work on homework or other projects in class and monitor students individually F HigherEd
- 11. To Flip or Not to Flip The NU Model 4.5 Hours of contact hours for FTF Teaching What is the best use of FTF time with our students? Tied to your traditional approach? Think again. Rethink the learner Rethink the time in the classroom to connect to the digital world. F HigherEd
- 12. Why Flip? Students learn more at their own pace (PLN) Doing work “in-class” gives teacher better insight into individual students strengths and areas of need. Customize and update 24/7 Subject matter experts Learn from other faculty in your community Classroom time used more effectively F Digital connections Supported by learning theory Lambert, C. (2012, March/April). Twilight of the Lecture. Harvard Magazine, HigherEd 114 (4), 23-27, http://harvardmagazine.com/2012/03/twilight-of-the-lecture
- 13. How to Get Started eCompanion (Online supplemental digital content) Video lecture or select meaningful digital instruction Textbook publisher links Subject matter experts Create own videos Plan for 10 minute video = 30 minutes of prep and F record Facilitate interesting, interactive FTF sessions Say no to PPT in the live classroom HigherEd
- 14. Video Links Higher Ed Faculty Khan Academy Youtube Education for Universities Academic Earth videolectures.net webcast.berkley MIT Opencourse F iTunes-U eBooks and Publisher Resources HigherEd
- 15. Recording Lectures/Instruction Camtasia Relay Camtasia Studio (PC) or Camtasia for Mac Jing Snagit Screenflow Screencast-o-matic F Screenr Educreations HigherEd
- 16. Doug Holton Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University, Daytona Beach, FL. Lectures do still have a place [in the traditional classroom] and can be more effective if given in the right contexts, such as after (not before) students have explored something on their own (via a lab experience, simulation, game, field experience, analyzing cases, etc.) and developed their own questions and a ‘need to know.’ F http://edtechdev.wordpress.com/2012/05/04/whats-the-problem-with- moocs/ HigherEd
- 17. Faculty Assistance Faculty Community and Resources http://nu.goingon.pro/faculty/p/6120 Adobe Connect or CLP Recording Lecture Sample: Title: Week 4 Project Initiation Usability Evaluation F EDT 693 Duration: 39:52 URL for Viewing: http://nu.adobeconnect.com/p70rw7pgw7h/ HigherEd
Hinweis der Redaktion
- It is a digital world and global world. We are no longer bound by time and place. But when we have the luxury of teaching FTF, how can we best structure our time to maximize every minute and ensure experiential learning that cannot be duplicated in an entirely online learning environment (or can it?)
- Evolved from a K-12 lecture based model Lecture-based shifts to new learning models promoting interaction in the FTF environment You teach a course where you normally lecture to students during class time. They work on homework and group assignments during their own time. What if there were a way to do the lectures outside of class time so you could use class time to have students work on activities together? Welcome to Flipping the Classroom Simply Speaking.
- Shift from Lecture-Based FTF
- Subject matter expertsCredible experts on the web
- Experiential Learning CycleThe Experiential Learning Cycle models emphasize that the nature of experience is of fundamental importance and concern in education and training. It is the teacher’s responsibility to structure and organize a series of experiences which positively influence each individual’s potential future experiences. In other words, “good experiences” motivate, encourage, and enable students to go on to have more valuable learning experiences. Experiential Learning Cycles can be seen as providing a semi-structured approach. There is relative freedom to go ahead in activity and “experience”, but the educator also commits to structuring other stages, usually involving some form of planning or reflection, so that “raw experience” is package with facilitated cognitive (usually) thinking about the experience. (http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm)
- The cycle often begins with an experiential exercise. This is an authentic, often hands-on, learning activity that fully engages the student. It is a concrete experience that calls for attention by most, if not all, the senses. According to McCarthy, learning activities are designed that are immersive. Learners “experience the now.” They become hooked through and motivated by personal connection to the experience, and a desire to create meaning for and about that experience (ala constructivist learning).These are teacher generated and facilitated. They work best during classroom time. These are those “what to do with the time that used to be filled with lectures” class activities.
- This problem is especially relevant in higher education where faculty are hired based on their content expertise not their expertise in being facilitators of learning.There are many reasons professors who lecture don’t want to give it up. Tradition may be the mightiest force. A lot of them are not excited about the idea that they might have to move out of their comfort zone.Professors stick with traditional approaches because they don’t know much about alternatives. Few get training or coaching on how to teach. It’s kind of ironic that professors don’t have any type of training in any way, shape or form. It’s the only teaching degree that you don’t need to go through any actual training in teaching to do. (http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/inventing-new-college.html)