1 / 19

Flipping the Classroom: Tales of an Accidental ‘Expert’

Flipping the Classroom: Tales of an Accidental ‘Expert’. Academic Technologies Fall Showcase Chris Moberg October 30, 2012. Agenda. Preview What is a “Flipped Classroom?” Learning Theories Examples Benefits and Challenges Resources and Support. Preview.

sanjiv
Download Presentation

Flipping the Classroom: Tales of an Accidental ‘Expert’

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Flipping the Classroom: Tales of an Accidental ‘Expert’ Academic Technologies Fall Showcase Chris Moberg October 30, 2012

  2. Agenda • Preview • What is a “Flipped Classroom?” • Learning Theories • Examples • Benefits and Challenges • Resources and Support

  3. Preview • I am not a teaching technology expert. • The Irony of Today’s Lecture. • My Personal Introduction to Flipping the Classroom – the Accidental Expert.

  4. What is a Flipped Classroom? • A flipped, or inverted, classroom simply means that a teacher moves the delivery of critical content (e.g. definitions, concepts, theories) outside the lecture hall. • In-person class time is mainly devoted to higher levels of learning – application, discussions, analysis, problem-solving.

  5. Impact of Technology • During the past decade, new technologies have helped transform distance education and professional graduate programs. • An important question is how to leverage these technologies at a residential, undergraduate focused university.

  6. Common Triggers • Distance or Hybrid Program Opportunities • Alleviate Workload Pressures • Federal or State Education Initiatives • New Technologies Enable Mobile and Convenient Content Delivery and Present Possibilities • Better Learning for Students?

  7. This is not a new concept I hear and I forget. I see and I remember. I do and I understand. (Confucious, 2010)

  8. Blooms Taxonomy of Learning

  9. Why Move Content Out?People Learn Better Source: Van Dam, Nick, “E-Learning by Design: Can a Better-Designed Course Help You Learn More?” E-Learning, January 1, 2002.

  10. A True Win-Win Although there may be resource or program development pressures to move content out of the classroom, it is important to remember that student learning can improve if quality is achieved.

  11. Examples PMBA – Chris Moberg http://aspnet.cob.ohio.edu/mc/pmba_co_6/Class/CMBA604_MarketingStrategy/CMBA604_Moberg.html Dr. Brian Gibson – Auburn University http://www.operationsscmn.org/demo/ CSCMP Certification: http://designinglearning.net/preview/Learning%20Block%201%20Segment%202%20output/story.html

  12. Hybrid Course Format Source: Brian Gibson, Auburn University

  13. Potential Benefits For the student: • Improved Learning • Asynchronous Viewing • Ability to Review Lectures • Reduced Costs for Course Materials

  14. Potential Benefits For the faculty member: • Increased Class Time Devoted to Effective Learning Activities • Increased Consistency • Increased Student Engagement • Improved Course Evaluations • Use Across Courses and Programs

  15. Potential Benefits For the Program or College: • Better End Products; AoL • Student Recruiting • Resource & Workload Efficiencies • New Programs and Revenue Streams

  16. Challenges • Quality Matters * Solid Production Quality, Interactive, Parsimony 2. Need to Effectively Use Class Time – Gift of Time 3. Significant Up-Front Investment

  17. More Challenges 4. Stick to the Basics * Record lecture only on basic theories and concepts not likely to dramatically change * Avoid mention of time or time-sensitive examples 5. Faculty Outside Traditional Comfort Zone * Different pedagogy and Lecture Delivery * Use of newer technologies * Potential use of lectures from other faculty members 6. Ensuring Students are Prepared for Class 7. Access to Studios and Other Technologies

  18. Closing Thoughts • Eyes Wide Open – Capturing Lectures is Stressful and Time-Consuming • After Up-Front Investment, Time and Effort Will Be Saved in Long Run. • Components of Effective Teaching – Organization, Engagement, Clearly Stated Learning Objectives – Still Matter. • Flexibility and Support from Departments, Colleges, and the University will Make a Difference. • Take Baby Steps – Begin By Inverting a Few Sessions

  19. Resources and Support • Academic Technologies (at@ohio.edu) is located in the Faculty Commons. Mike Roy, Becky Simons and Candi Morris. • Emerging Technology Services (ets@ohio.edu) will be conducting a lecture capture pilot and an evaluation of web conferencing software in the near future. • Talk to Colleagues Around Campus that have developed on-line and hybrid courses (eg Business; Nursing etc.).

More Related