Achieving Deeper Learning through Flipped Classes and Blended Learning

1. Achieving Deeper Learning through Flipped Classes and Blended Learning • Dr. Mark Morton • Jane Holbrook • Centre for Teaching Excellence http://bit.ly/flip-loop

2. Goals for this session: • Describe deep/surface/strategic learning approaches and how to promote deeper learning • Place flipped classes into the blended learning model • Design a flipped class experience and identify technologies, in class learning activities and assessments that could be used in it

3. A few questions from yesterday • How much time do you need to prepare for this type of class as an instructor? • Does it have to be video or can it be some sort of handouts for the student to read at home before class? • What is the difference between flipped classes and when you ask the students to prepare for the next class. As I understood they are similar, aren’t they?

4. What is deep learning? http://mediaserver.carleton.ca/media/deep-and-surface-learning Dr. Joy Mighty, Carleton University, coeditor of Taking Stock: Research on Teaching and Learning in Higher (2010)

5. Definitions of deep and surface learning “Approaches to learning describe what students do when they go about learning and why they do it. The basic distinction is between a deep approach to learning, where students are aiming towards understanding, and a surface approach to learning, where they are aiming to reproduce material in a test or exam rather than actually understand it.” The Higher Education Academy

6. Questions for the Group Do your students use different learning approaches in their courses at KSU? Do different students use different approaches in your course? How do we get students to take a deep approach to learning?

7. Active Learning • Students involved in more than listening • Less emphasis placed on transmitting information , more on developing students’ skills • Students are involved in higher-order thinking (analysis, synthesis, evaluation) • Students are engaged in activities (e.g reading, discussion, writing, presenting) • Greater emphasis placed on students’ exploration of their own attitudes and values Bomwell and Eisen (1991) Active Learning : Creating excitement in the classroom p2. One must learn by doing the thing, for though you think you know it-- you have no certainty until you try. (Sophocles, 5th c. B.C.) http://www.ntlf.com/issues/v17n5/v17n5.pdf

8. What is blended learning? Flipped classes

9. Examples of flipped and blended courses and University of Waterloo Ers 283 Psych 340 Pharm 220 Earth 123

10. Model Flipped ClassStages and Considerations Motivation

11. Design a flipped class What is a challenging concept in one of your courses? What do you want the students to be able to do that involves that concept? Use the template we have supplied to design a flipped class. Discuss your design with the person sitting next to you.

12. Are flipped classes and blended learning effective? • US meta- analysis on f2f, blended and online learning, http://thejournal.com/articles/2009/07/01/meta-analysis-is-blended-learning-most-effective.aspx • The most recent article on active learning vs lectures in STEM disciplines Freeman et al., (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS, 11 (23) http://www.pnas.org/content/111/23/8410 • Increased student success after flipping the classroom. Mumper et al., (2014) The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health • Professions School, Academic Medicine, 89 (2) http://s1713.t.en25.com/e/es?s=1713&e=32271&elq=2703722ac5b344f39cfea50742e58228

13. Questions?