FAESSFlip Community of Practice FAESSFlip Friday Workshop 1 9.08.2013

1. FAESS FAESSFlip Community of Practice FAESSFlip Friday Workshop 19.08.2013 Part A: Learning design: Creating your blend. Part B: Purposeful blending for content. What are you flipping? Contact: cecily.knight@jcu.edu.au

2. In this session: FAESS • Go soapbox sign up • What is the ‘Bones model’ of curriculum design? • How do I apply the model to my subject? • What is blended learning? • What is purposeful blending? • What is blending for content? • What is the flipped classroom? • How do I flip learning to blend for content?

3. http://app.gosoapbox.com

4. Assumed knowledge: Chickering and Gamson's (1997) Seven Principles for Good Practice in Undergraduate Education • Encourage contacts between students and faculty. • Develop reciprocity and cooperation among students. • Use active learning techniques. • Give prompt feedback. • Emphasize time on task. • Communicate high expectations. • Respect diverse talents and ways of learning.

5. Assumed knowledge: Adult learners (Knowles) • Learners are problem centered rather than content centered. • Instructors permit and encourage the active participation of the learners. • Instructors encourage the learner to introduce past experiences into the learning process in order to reexamine that experience in the light of new data. • The climate of learning must be collaborative (instructor-to-learner and learner-to-learner) as opposed to authority-oriented. • The learning environment (planning, conducting, evaluating) is a mutual activity between learner and instructor. • Evaluation leads to appraisal of needs and interests and therefore to the redesign of new learning activities. • Activities are experimental, not "transmittal and absorption”.

6. The Bones of Curriculum Design JCUGA Veness, D. (2010). "As simple as possible”: the bones of curriculum design. Paper presented at the ascilite 2010 Conference. Curriculum, technology & transformation for an unknown future. , Sydney.

7. How do I apply the model to my subject? We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. – Peter Drucker Vital information: • Who are my learners? • What is my T&L approach? (pedagogy) • Where are my learners learning? (learning spaces – face to face & virtual) • What technologies can enhance the learning? • What other support is available? (learning advisors, library staff, VAVS staff, academic developers) • How will constructive alignment be demonstrated in this subject? • How will this subject be evaluated?

8. Smith’s 4Q model of evaluation

9. What is blended learning? Analogies – cooking, artist’s palette, quilting Draft JCU policy “Blended learning” refers to learning design that strategically, systematically and effectively… …integrates a range of face‐to‐face, online, mobile, distance, open, social and other technology enhanced learning across physical and virtual learning environments, ….as informed and driven by student needs and support for desired learning activities and learning outcomes”. Planned Range of modes and tools Support students to meet learning outcomes

10. Teaching with Technology@JCU

11. What is purposeful blending? • What is the purpose of blending? • How does it help students achieve the learning outcomes? • What do I know about my students? • What are the tools/resources(inc human) available to me? • What is the best blend/combination for my learners? • Will I blend for content? for assessment? for collaboration? for communication?

12. Picciano, 2009 Picciano, A. (2009). Blending with Purpose: The MultiModal Model. Journal of the Research Center for Educational Technology, Vol 5, No 1

13. What is blending for content? • Tools - LearnJCU • Models - Flipped classrooms • Lecture capture strategies – Katie Gimbar • Using of Jing – limit 5 min videos • Camtasia relay at JCU • Flipped classroom in HE • Don’t watch content? Getting used to the process.

14. Strategies for using videos for active learning (ref at link) FAESS 1. Video as guided lesson. • Pose a question at the beginning of each video • Present videos in an outline-like structure using concise, descriptively labeled links that include running times. This puts information into context for students automatically, sets expectations and encourages video viewing (and reviewing). • Embed short graded or self-assessments either in the video itself, or at the end of each video. http://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/

15. 2. Video as springboard for in-depth discussion. This strategy encourages students to make a personal connection between video content and their own existing knowledge. It also encourages student-student collaboration, which is a critical component of any successful online course. • Assign a video. • After viewing the video, have each student post the following to a discussion board: i. A concept that was new to him/her. ii. A concept that s/he found confusing (and why). iii. A concept that, in the student’s opinion, relates either to the course text or to a previous class discussion (and how). iv. A response to at least two classmates that attempts to define or explain the concept classmates found confusing (based on independent research if necessary). http://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/

16. 3. Video as springboard for critical thinking. a. Assign two or three videos. b. Have students identify, compare, and contrast the concepts presented in each. How are the concepts similar? How are they different? Which are substantiated or refuted by the course text (or other course materials)? c. Optionally, have students post their work to a discussion board and comment on their classmates’ comparisons. http://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/

17. 4. Video as a way to strengthen online research skills while driving conceptual understanding. a. Assign a video. b. Have students locate online and present to the class a second video that (supports, defends, opposes, elaborates…) the original video. If students need scaffolding to complete this exercise, provide guidelines for searching the Web and vetting sources. c. Use students’ “found” videos as the basis for class discussion. Ask students to comment, via discussion board, on how well the clips shared by their classmates met the selected criterion. http://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/

18. More ideas FAESS • www.faessflip.com.au • Pinterest • Go soapbox progress

19. Resources • The Pedagogy Wheel http://www.unity.net.au/padwheel/padwheelposterV3.pdf

20. Allan Carrington

21. Recapping: FAESS • What is the ‘Bones model’ for learning design? • How do I apply the model to my subject? • What is blended learning? • What is purposeful blending? • What is blending for content? • What is the flipped classroom? • How do I flip learning to blend for content? For further information visit www.faessflip.com.au