2013 innovatev2
DESCRIPTION
Presented with Lynn Trinko ([email protected]) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)TRANSCRIPT
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ROTFL
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Redesigning Originally Traditional F2F Lectures!
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+R O T F L !
riginally
raditional
ace to
Face
edes igning
ectures
+Presenters
Lynn Trinko
Lynn Trinko is currently the Director of Educational Technology in the College of Education and Human Ecology at Ohio State University. Her research interests include: e-learning, interactive videoconferencing, and communities of practice. She is a Quality Matters and MERLOT Peer Reviewer.
Tracey Stuckey-Mickell
Dr. Tracey Stuckey-Mickell is a Lecturer at Ohio State University and teaches courses in educational research methods and educational psychology. Her research interests include: Interactive learning technologies, learning & instructional strategies, and learning/academic achievement in at-risk populations. She has special interest in online/blended learning.
+Flipped Classroom
Features of a flipped classroom:
• Content is presented prior to class
• Typically videos and supplemental materials are used in lieu of lectures
• Students spend class time actively working on content
+ A Reflective Moment: Recognizing Need for Change (Analysis)
+Risk-taking in the Classroom: To Flip or Not to Flip? (Analysis)
+Pros VS Cons Increased 1:1 teacher-
student interactions
Students learn at own pace
Encourages mastery learning
Increases student-student interactions; peer to peer teaching
Levels playing field
Diagnostics and tracking
Multiple modes of instruction
No more make up assignments
Adopting flip encourages MORE screen time for students; do they really need it?
Increased homework?
Increases digital divide
Increased development costs
Still didactic lecture based philosophy
Teacher’s role is diminished
Students can’t adapt to the “flipped” environment
+The Decision To Flip,But How? (Design)Resources needed:
Time Technology Content Patience
+Before you flip Think pedagogy!
Use existing technology to ease faculty and students into the flipped concept
Be clear on expectations You are the promoter of the flipped model!
Release control to the students
Assess student’s understanding of pre-class assignments
Build assessments to complement flipped model
+Tools (Design)
Deciding on technology tools Camtasia, Adobe Connect, or Tegrity? Graphics tablet (for annotating visuals) Webcam?
Recommendations Consult Ed Tech professionals Do your homework
Most tools have a learning curve Allow time to learn
+Organizing your content(Design) Cognitive levels?
Materials (text, lectures, media, etc.)?
Homework?
Structure of class time?
+The Experience of Flipping (Development) Lectures
Time intensive! Scripting, visuals, recording
Activities--accountability and interactivity Self-study questions “Burning Questions”
(Carmen Discussion Boards)
Practice activities (formerly known as ‘homework’)
+Implementing the Flip (Implementation) Summer and Fall 2012; EDUPL 6641
Two meetings/week Meeting 1: Review SSAs; “Burning Questions” Meeting 2: Practice activities in groups
+Determining Success (Evaluation) What worked?
What didn’t?
How well did students master content?
+Challenges/Opportunities Rigor of practice activities
Student progress
Student accountability and effort
Effective collaboration with Lab TA
+Benefits
Lower anxiety
ADA –compliance (transcripts)
Non-native English speakers
Increase student control
“Burning Questions”
Better use of class time
+Next Steps
Re-record with Tegrity
Shorten length (8 min max)
More rigorous practices
Informal assessments
Student accountability
+OSU Resources
Office of Distance Education & eLearning
Digital First http://digitalfirst.osu.edu/
Exploring Learning Technologies Community (Meetings are held the 3rd Friday of every month from 10-11:30AM in 143 Physical Activities & Education Services (PAES). https://carmenwiki.osu.edu/display/eltcommunity/Home
Your local Educational Technology team
+Resources7 Things You Should Know About Flipped Classrooms (EDUCAUSE Learning Initiative, February 2012).
These 7 points provide a quick introduction to flipped teaching, including benefits, drawbacks, and implications for teaching and learning. http://net.educause.edu/ir/library/pdf/ELI7081.pdf
The Flipped Classroom Infographic, Jeremy F. Strayer, Ohio State University (Retrieved from KNEWTON).
Using visuals and graphics, this concise piece presents the concept, some examples, and the results in one case study at the high school level. http://www.knewton.com/flipped-classroom/
TED Ed: Lessons Worth Sharing
Take the three-minute video “TED-Ed Tour” to understand the potential of the hundreds of engaging videos for teaching on this site, including ways to customize those on the site or design “flipped classes” using any video from YouTube. The site offers a wide range of videos in which educators and animators collaborate, plus explanations and directions for “flipping” classes. http://ed.ted.com/tour
+Questions and Answers
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+Contact us
Lynn Trinko
Tracey Stuckey-Mickell