Presentation given at Vancouver Island University 12th March 2015.

1. STRATEGIESTO ENHACE STUDENT ENGAGEMENT AND
LEARNING IN CLASS: BLENDING AND FLIPPING
Simon Bates
simon.bates@ubc.ca
@simonpbates
http://bit/ly/batestalks

2. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

3. On any web-enabled device
!
!
!
!
!
!
!
!
!
m.socrative.com
!
room number ubc1

4. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

5. Acquisition
!
!
Assimilation

6. Context - class time (specifically lectures)
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
Derek Bruff: Class time reconsidered
http://prezi.com/donq036eunko/class-time-reconsidered/
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

7. Take a vote: m.socrative.com enter room ubc1
Source
ar)cle
:
Poh,
M.Z.,
Swenson,
N.C.,
Picard,
R.W.,
"A
Wearable
Sensor
for
Unobtrusive,
Long-­‐term
Assessment
of
Electrodermal
Ac)vity,"
IEEE
Transac)ons
on
Biomedical
Engineering,
vol.57,
no.5,
pp.
1243-­‐1252,
May
2010.
doi:
10.1109/TBME.2009.2038487
!
Ac)vity:
Jared
Stang,
UBC
Physics

8. Weekly rhythm for our 1A class
Poh,
M.Z.,
Swenson,
N.C.,
Picard,
R.W.,
"A
Wearable
Sensor
for
Unobtrusive,
Long-­‐term
Assessment
of
Electrodermal
Ac)vity,"
IEEE
Transac)ons
on
Biomedical
Engineering,
vol.57,
no.5,
pp.1243-­‐1252,
May
2010.
doi:
10.1109/TBME.2009.2038487

9. Weekly rhythm for our 1A class

10. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

11. Learning gains on PI

12. 1. Pre class material
© Jorge Royan / http://www.royan.com.ar / CC-BY-SA-3.0, via Wikimedia Commons

13. 1. Pre class material - DIY media

14. Learning gains on PI

15. Reproduced from Eric Mazur
(search “Confessions of a converted lecturer” on YouTube)

16. 1
2
3
A ball initially at rest is
thrown upwards, comes
back down & is caught
!
Which of the following is a
plausible graph of the
acceleration of the ball
with time?

17. Source activity: Simon Lancaster (UEA, UK) Ross Galloway (Edinburgh, UK)

19. http://www.pedagogyunbound.com/tips-index/2014/3/12/prepare-for-class-with-an-annotated-set-list
Choreography matters!

20. Tools matter!

21. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

24. R R Hake
American Journal of Physics: Volume 66, Issue 1, Pages 64-74
http://dx.doi.org/10.1119/1.18809

25. Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111
Wieman commentary PNAS
http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111
“This meta-analysis makes a powerful case that any college or university that is teaching its
STEM courses by traditional lectures is providing an inferior education to its students”

26. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

27. 1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control
!
… and the upsides too.

28. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

29. www.cwsei.ubc.ca

30. http://blog.peerinstruction.net/

31. http://flippedlab.learning.ubc.ca/

32. http://diy.open.ubc.ca/

33. “At first, it was very difficult to adjust to Dr. Bates’
teaching style after having a <<>> prof that taught
through taking notes together.
!
After a few weeks, however, I came to understood that
this approach was extremely effective. In contrast to my
other conventional stern and dull lectures, physics class
was a very lively, interactive and inspiring environment; a
class that I looked most forward to.
!
Dr. Bates lead an interactive environment in which
students were stimulated to think amongst themselves
and learn from each other.”

34. simon.bates@ubc.ca @simonpbates bit.ly/batestalks