How to design a scalable flipped classroom

1. How to design a scalable flipped classroom A/Professor Carl Reidsema Dr AbelardoPardo

2. Workshop Outline • 1st hour - Whole Systems Design • Break (30 mins) • 2nd hour - Implementation Issues

3. Opening the conversation … Your thoughts + Our experiences + Context considerations = Next steps/ further conversations

4. A definition – perhaps too tight? The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Centre for Teaching/TEDI).

5. Question Why would YOU want to deploy a Flipped Classroom? • Correct misconceptions • Increase conceptual depth • Integrate depth with breadth • Improve on-campus engagement in learning • Reallocation of staff to high value tasks? • Taking advantage of online learning resources

6. Why? http://www.flickr.com/photos/joefruchey/4304930267

7. Paradigm changes Roles and expectations: • Students MUST take responsibility:Ownership of learning • Teachers MUST take facilitation roles And there’s a narrative that evolves out of this – a shared meaning/ relevance

8. Questions What are the implications of: • Changing expectations of students • Changing roles of staff • Building on the online resources in class • Concept exploration • Demonstration/ Application • Meaning making

9. Flipped Classroom Design Considerations People-Spaces-Tools Design CONTEXT CURRICULUM Course Learning Objectives CURRICULUM Course Learning Outcomes Shared understanding Ownership of learning Content Activities Assessment Communication FLIP NARRATIVE EVALUATION • DRIVERS: • Institution/ Management • Academics/ Students • Industry • Technology • Global trends Measure

10. Red Hat Conversation Do you feel daunted/ pressured/ excited at the prospect of flipping your classroom?

11. Workshop Approach to Engage Staff

12. So who did the pre-work? • It takes more time than you think. • Use other people’s stuff. • Expect push-back from students. • Keep your options open. • Have a plan for your extra class time – that’s the point! John Sowash: http://www.youtube.com/watch?v=4JPdGlyt6gg

13. Key Aspects from the Podcasts

14. Aspects to apply to your context

15. Key Aspects • Upfront planning/design takes time and thought • Complex systems approach • Ownership of Learning • Importance of Context • Importance of Narrative • Putting content online is only a small part

16. Let’s map your context (10 mins)

17. ENGG1200 – Engineering Modelling and Problem Solving– Semester 2, Year 1

18. Black Hat Conversation What are the immediate obstacles? What are the long-term problems? Write on sticky notes and then categorise (make new category if necessary): 5 mins

19. Let’s take a break

20. Sustainable FC Implementation www.flickr.com/photos/93877181@N00/4905173357/ Gradual Strategy People Spaces Technology

21. Sustainable FC Implementation www.flickr.com/photos/93877181@N00/4905173357/ People

22. People - Students http://www.flickr.com/photos/joefruchey/4304930267 • Take ownership of their learning • Clearly informed of expectations • Additional scaffolding required • Detailed feedback on progress

23. People - Instructors http://www.flickr.com/photos/joefruchey/4304930267 • Institutional support to active learning • Clear vision of how to deploy FC • Transition from traditional lectures • Suggest gradual approach • Promote best practices (projects, grants)

24. People - Instructors http://www.flickr.com/photos/hisgett/6940877193 • Anticipate obstacles • More time • Useful? • Not an improvement

25. Empower people People Vision Experts Project leaders E-Learning

26. People - Instructors http://www.flickr.com/photos/90585146@N08/8222922317 Student - driven

27. People - Instructors http://www.flickr.com/photos/nicmcphee/279625345/ Learning by doing

28. People - Others • Admin support • Tech support • Professional development team

29. What is the #1 action for your “people”? http://www.flickr.com/photos/joefruchey/4304930267

30. www.flickr.com/photos/93877181@N00/4905173357/ Spaces

31. Spaces to prepare http://www.flickr.com/photos/pahudson/5514887224/

32. Spaces to interact

33. Be creative: Find spaces

34. Be creative: Find spaces

35. Spaces to interact

36. Outdoors?

37. Old spaces, new activities

38. What is the #1 action regarding spaces? http://www.flickr.com/photos/joefruchey/4304930267

39. Sustainable FC Implementation www.flickr.com/photos/93877181@N00/4905173357/ Technology

40. Use technology To bind together …

41. … for content …

42. http://www.ozteacher.com.au/technology/technology-in-schools/cheat-sheet-a-beginners-guide-to-tutorial-videos-and-screencasting/25038http://www.ozteacher.com.au/technology/technology-in-schools/cheat-sheet-a-beginners-guide-to-tutorial-videos-and-screencasting/25038

43. communication

44. and management. • Createams – purposeful team selection • WebPA – peer assessment • Teamwork in Action – team training ALL LINKED TO BLACKBOARD – our institutional LMS

45. What is the #1 technological action? http://www.flickr.com/photos/joefruchey/4304930267

46. So returning to … People-Spaces-Tools Design CONTEXT CURRICULUM Course Learning Objectives CURRICULUM Course Learning Outcomes Shared understanding Ownership of learning Content Activities Assessment Communication FLIP NARRATIVE EVALUATION • DRIVERS: • Institution/ Management • Academics/ Students • Industry • Technology • Global trends Measure

47. Yellow Hat Conversation Where to next? What are the opportunities? How will this all get done?

48. Thank you!

49. Example: Designing a new course Concept Mapping of Engineering Materials • What students need to know • What students need to do (to demonstrate attainment)

50. Example: a template session Start with learning outcomes …