2013 innovatev2

+

ROTFL

ROTFLROTFL

Redesigning Originally Traditional F2F Lectures!

ROTFL

ROTFLROTFL

+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

? ? ?

+Contact us

Lynn Trinko

Trinko.1@osu.edu

Tracey Stuckey-Mickell

Stuckey-mickell.1@osu.edu