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Challenges and Opportunities in Flipped Writing Classrooms

Challenges and Opportunities in Flipped Writing Classrooms. A Preliminary Report. The Time Is Right to Flip. E ducational culture, methods, and technology are intersecting to drive interest in what has come to be called the “Flipped Classroom ”.

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Challenges and Opportunities in Flipped Writing Classrooms

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  1. Challenges and Opportunities in Flipped Writing Classrooms A Preliminary Report

  2. The Time Is Right to Flip • Educational culture, methods, and technology are intersecting to drive interest in what has come to be called the “Flipped Classroom”. • Theory and practice collide: Many in the field are promoting more communicative and networked approaches to learning. However, expectations are still largely transmission oriented. • Flipped learning addresses both of these concerns.

  3. What is the Flipped Classroom? • Difference from previous methods utilizing front-loading of content • Promotion of digital technology to • create, • deliver, • consume, and • assess understanding of content outside of class. • This makes flipped teaching a truly 21st Century approach.

  4. What is the Flipped Classroom? • Modern development of the idea • Walvoord & Anderson (1998) • General idea • Lage, Platt, & Treglia (2000) • “Inverting” the classroom • Baker (2000) • The “classroom flip” • Kahn (2006) • Kahn Academy • Bergman & Sams (2007) • Modelled (and evangelized) the flipped classroom with their high school science students in Colorado.

  5. What is the Flipped Classroom? • Lecture-type content • Recordings (audio/video), Interactive content, Interpersonal communication… • Assessment (motivation) • Assessment to gauge understanding of the content. • Motivation to view/participate in the content delivery • Classroom Q&A • Mini-Lectures / Just-in-time learning • Engagement with the content in ways that foster higher-order processing

  6. The Context of this Study • Participants • 673rd and 4th year English Education majors taking a required English writing course at a midsized, urban Korean university. • 47 completed the course • 20 completed survey • Class Description • Test writing (중등학교교사임용후보자선정경쟁시험) • Dual-focus on writing (lectures) and content (discussion) • Lectures on planning, editing, formatting, grammar, and other aspects of language usage (see video topics) • Process Writing • Four assignments focusing on SLA and Teaching Methods

  7. Why Did I Do It? • Torn between student/institution expectations and personal theory of learning • Frustrated with a perceived lack of time to “cover everything” • Large amount of material • Roughly 2 usable class hrs/wk • Desire to focus on student engagement with the content during class time. • Need to increase higher-order processing of both writing and SLA/pedagogical concepts

  8. Design & ImplementationLMS • LMS • Moodle

  9. Design & ImplementationVideo • Video Requirements • Screencasting • Free to use • High-quality recordings • Narrated PowerPoints • Able to stream online • Variety of features • Video considerations • Mobile-ready • Editable • Flexible recording environment • Ease of use • Time limits • Number of free productions/storage/streams • Webcam functionality

  10. VideosActivePresenter • ActivePresenter + YouTube • Processing Writing

  11. VideosMoveNote • MoveNote • Test Writing

  12. VideosPresent.me • Present.me • Logical Connections • Descriptive Writing • Articles & Commas

  13. Videosknovio • knovio • Connecting Words and Phrases • Clauses

  14. Design & ImplementationAssessment • Quizzes • Writing Samples • Class performance

  15. Design & ImplementationActivities • Questions & Answers • Mini-lectures • Group Discussions (writing, SLA, and teaching) • Focused activities (micro-writing and worksheets) • Brainstorming • Outlining • Timed-writing • Peer editing • One-on-one/small group editing and consultations

  16. Data Collection & Analysis • General • Documents • LMS • Students • Surveys • Observations • Class Q&A • Writing Samples • Teacher • Journals/Notes • Design Changes

  17. Student PerceptionsVideo • Liked the video lectures • However, not all. “I think in class lectures are better than video lectures.” • Thought the quality of the online lectures weren’t as good. • Preferred videos with professor’s webcam • 19 of 20 surveyed • Video service preferences • MoveNote 10/20 • Present.me 10/20 • ActivePresenter + YouTube 2/20 • knovio 1/20 • Preferred shorter to longer videos • Shorter than 15 minutes • Approved of course video length (2.35, n=20) • Preferred mobile-ready • Only 1 of 20 surveyed preferred the video without a mobile option • “If we can watch the video lecture on mobile phone, we need not find computers.“

  18. Student PerceptionsQuizzes & Activities • Disliked quizzes • Forgetting to do them • Not a good way to “grade” • Liked class activities • “…classroom activities such as brainstorming, peer-editing, and discussion are very helpful to students to make their own ideas and develop writing skill.”

  19. Student PerceptionsPreparing for Class • I use a textbook to prepare for class. • 4 vs. 9 (7 Occasionally) • I use a website to prepare for class. • 2 vs. 14 (4 Occasionally) • I use audio recordings to prepare for class. • 11 vs. 4 (5 Occasionally) • I use videos to prepare for class. • 10 vs. 2 (8 Occasionally) • I use smartphone apps to prepare for class. • 3 vs. 7 (8 Occasionally)

  20. Student PerceptionsLectures & Accountability • I think that using video lectures is a good method of instruction.3.95 • I liked the video lectures that we watched. 3.85 • I believe that it is important for teachers to lecture in class.4.3 • I believe it is important to check whether students do the required homework for the course (reading, worksheets, videos, etc.). 4.1 • I think that the online quizzes we did this semester were a good way to check if students watched the video lectures. 3.65

  21. Student Perceptions • I believe that class time is best used to do activities that help students learn the course content deeply. 4.05 • I think that the activities we did in class helped me learn the course content deeply.4 • I watched each of the video lectures. 3.75 • I completed each of the online quizzes last semester.3.6

  22. Teacher Perceptions • Video • Concerned more with ease of use and functionality • Liked Present.me the best • Easy to learn, recorded both PPT and webcam, excellent quality video, and mobile ready • Quizzes • Disappointed with the quizzes • Low performance • Unused by many (over 30% not attempted) • Seemed to be the Ss who were no well-prepared in class • In-class Activities • Generally satisfied by the increased time available to address students’ needs individually • Sometimes, I felt that I was under-prepared or didn’t have appropriately engaging activities.

  23. Suggested Design Changes • Videos • Alternative Software • Shorten videos • Provide more examples • Demonstrate • Quizzes • Reminders • Integrate videos and quizzes • Activities • Demonstrate writing and editing more • Provide and practice daily objectives

  24. Questions? Dan Craig @seouldaddy dan@danielcraig.com http://www.danielcraig.com

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