Analysis of costs and benefits of the traditional and the flipped learning model

for University students and their teachersIt´s time for change

from traditional expositive lecture to innovative flipped learning

Alfredo Prieto Martín and the innovation group

Lectureaholics anonymous Universidad de Alcalá

SECOND CONGRESS ABOUT UNIVERSITY TEACHING INNOVATION

Agenda1. There is any problem with the abuse of expositive

lectures in university?*2. ECTS credit. It is ECTS real or fictional?*3. Is damaging for our students development “the

continuous exposure to content”?*4. How can we improve the learning of our students?*5. Our proposal: flipped learning model6. What are our results of five years with this flipped

model?*7. Conclusions of our study of costs and benefits

*Don’t raise your hand to answer these questions. We have no enough time for that.The questions are rethoric and will be answered by the speaker

1. There is any problem with the abuse of expositive lectures in university?*

1. Nearly all teachers abuse of “powerpoint shows”

2. Nearly all class time is employed in oral transmission of information to be learned

3. When students pay attention, we (the lecturers) can transfer information to be taken and studied for exams

4. Laptop invasion of university classes causes new problems

Laptop lecture (s XXI)

Lectio middle age (s XIII)

What university students do in a laptop lecture ?* • From a front of class perspective, is a mistery

for the teacher• Students in the first rows pay attention and

take notes.• The rest twitt , send e-mail messages, surf

the internet, play videos, check FB ….

«They are suffering: “powerpoint poisoning” and informally exercising web competences»

What’s the opinion of the expert in interactive lectures

Sivasailam Thiagarajam?*

Lecture is an acronym, which means: L engthyE ndless C ontinuous T orture withU nending R epetition ofE xplanations

What are the roles in the traditional lecture?*

• The teacher’s role• Is active• He/she is the monologist. Suffers

preclass anxiety, but also enjoy on class and after class endorfine peaks

• It is an exciting experience (at least the first years you give and repeat a lecture)

• The student role• is passive and boring from the start• He/she is an anonymous member of a

sleeping mass. • Student compromise, work and learning

in class are of low level• For most of students most of lectures

are a somniferous experience

Have traditional lectures Inconvenients in twenty first century?*

1. There is little time for practice and application of the transmitted information

2. There are no in class opportunities to exercise skills and competences.

3. Students work out of class is not the usual outcome of the lecture

This student looks alert, but is sleeping

What is doing this student in class?

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2. ECTS learning = class work time

+ out of class work time • EHEA grades and ECTS credit are

based on the assumption that students work for two hours out of class by each in class hour . Really?

• However, out of class workload time is not measured systematically.

• Studies of real workload against official ECTS work load, demonstrate that out of class real workload is lesser than work load prescribed by ECTS credit.

• We (the university teachers) are happily ignorant of this difference.

3. Are traditional teaching methods damaging for university learning?

• Is endless listening teacher’s monologues bad for the development of our student’s skills for critical thinking, and witten communication?

National Institute for Learning Outcomes assessment study

(Blaich & Wise 2011).

Moderate progress in one half of the students

Development of students skills for critical thinking, cooperation and communication after 2 years of university education

No significant change in one sixth

Moderate decrease in one third of the studentsConclusión: we fail with the half of students

Richard Arum & Josipa Roksa (2011)Academically adrift:

limited learning in college campusses• Their study demonstrate the barely noticeable impact of

university courses in the development of student

competence for critical thinking, complex reasoning

and proffesional writting.

• Arum & Roksa study (2011) on 2.300 students in 24 US

institutions, 45% of them do not show significant

change in these competences during first year and half of

university education.

Bill Gates"Before reading this book, I took it for granted that colleges were doing a very good job."

Derek Bok, Harvard University President Our Underachieving Colleges: A Candid Look at How Much Students

Learn and Why They Should Be Learning More (IF: 1.013)

“They learn much less than they should”

4. ¿How can we improve the learning of our students?

• Innovative alternatives to the lecture1. Inductive learning– teaching asking to the students about concrete cases.

Instead of telling responses the teacher challenges their students.

– Is a disruptive change form teaching by telling – Case study/project/problem based learning/inquiry

2. Active learning – Progressive introduction of student centered activities

within expositive lectures

Advantages of active and inductive methods

1. They engage students 2. Allow exercise and development of competences3. They reach deep understanding and meaningful

learning 4. They like it.

• Despite these evident advantages of these innovative methods…

• Unfortunately nothing of this was mainstream in spanish university teaching

Why inductive and active methods are not the mainstream?*

• What are their disadvantages?* 1. Making activities requires in class time a scarce resource,

that is preferentially used for teachers for oral explanation

2. Activities slow down the pace of advance through the program of the course

3. Active and inductive learning require more engagement and effort, not only by the students but also from teachers and most prefer «the less effort aproach»

• “Only a minority of compromised university teachers use these innovative methods in a minority of occasions”

What’s the solution to the problem of time needed for trasnsmission of information to be learned?*

There is any way of increasing class time for pratice but mintaining high standards for content learning?*

• The answer is Flipped learning model • Significantly decreases the class time needed

for transmission of information to be learned.

• So in this flipped model there is a new opportunity for in class use of active and inductive methods

4. How can we improve the learning of our students?*

1. Prioritize the really essential learning results (Wiggins &McTighe)2. Flip the use of space and time in and out of class (Mazur, Sams, Bergmann)3. Gamify the course and activities to engage students (Sheldon)4. Develop formative low stakes assessment (van der Vleuten)5. Focus your analysis of feedforward and your feedback on learning difficulties of your students (Prieto)

5. Our proposal: an improved flipped learning model (called fliped learning forte)

Hay que lugar que casi todos los alumnos hagan e estudio previoMarketing y gamification

Send

feed

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es in

Goo

gle

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Send feedback to the students focussed on

the resolution of their dfficulties

Adapt class activities to focus on students interests y difficultiesFormative assesment and feedback

Flipped model

transmission of inform

ation without

wasting precious tim

e of class

Students

Teacher Just-in-time teaching

bette

r pre

pare

d

to pa

rticip

ate

Analyzes difficulties

What can we do with the new in class time?*

• We can transform rethorical questions into real questions the students should discuss and answer

• We can focus our explanations in the frequent difficulties of our students revealed by their responses to forms and class exercises and questions. – That is Just-In-Time Teaching

• Activities for practice and aplication and formative assessment – Peer Instruction class-mix of MCQ questions, short peer discussions

and brief teacher explanations– Team based learning. Each unit start with an individual exam then

group discussion and team exam and we finish the class with an open discussion

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Game elements Example

(G1) Give them a personal mission Dream exercise

(G2) Give them XP points in exchange for learning actions(small rewards system)

Bonus for: JITT 0.1point / unit, team group, points badgets leader boards

(G3) Show social proximity to your students

synchronic tutorial seminars, forums

(G4) Personalize your answers and interactions with your students

Answering urgent matters Discussion Forums, e-mail synchronic tutorial seminars

(G5) Observe your students in action and give them feedback of quality Frequent, Immediate, Discriminative, friendly, Personalized (if you can) or Collectivized they can learn from peer difficulties

Urgent matters email responses synchronic tutorial seminars, Exit ticket after class Hall of fame.

(G6) Interesting and funny Activities for the exercise of skills and work with the essential ideas

Analysis of scientific iconography, games, exercises and questionnairesTeam Based earning sessionsPeer Instruction sessions

(G7) Opportunities for team work Team projects and activities

Gamification Seven game elements we can use to create an gamified learning environment in my course

Looking for the silver lineWhat we do to improve in the period 2010-16?*

• 2010 JITT Ask for preparatory stuy. Focus in class activities on student difficulties

• 2011 Marketing to the students of flipped model • 2012 Gamification by bonus • 2013 Add instructive videos and audio transcriptions• 2014 formative assessment with peer instruction and

team based learning ( exam preparation)• 2014 Flipped learning forte Answering urgent matters• 2015 Review of frequent exam mistakes in seminars• 2015 “Powerpoint-casts” • 2016 Flip in colors, classify urgent questions

1. Print and disccuss it in class time2. Flipped learning forte: Answer urgent matters by e-mail3. Flipping in Colors: Classify student questions with colors

1. Black those that require explanation (and perhaps inquiry) by the teacher,

2. Green those that can be answered by peers who understand better,

3. Red those that imply a misconception or conceptual mistake thet should be signalled and corrected

4. Orange those that could inspire interesting in class discussion 5. Pink those good to start student inquiry activitiesseleccionar

algunas para indagar6. Blue those thatcould origin good exam questions

What can we do with urgent matters?*

6. What are our results of five years with this flipped model?*

Combining active and inductive methods in a flipped learning model.Our students:

1. work more hours in class and out of class2. learn more and 3. are happier (80% of them ) with the

change of model.

Significant student workload, in and out of class

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Impact of flipped model on work (A) and learning of Spanish university students (B):

Relationship between preparatory out of class work and exam grades

23Clinical ImmunologyFourth year

Immunology Third year

Méthods First year

A Mean % of students that study before classs in more than half of the units

B Class Mean grade ± SD on exams for learning assessment

First Implementation

MarketingBonus

Flipped learning forte

•Change teaching/learning method without changing asessment method allows fair comparison of class grades between one student batch before change and the nexts after the change.•Impact of change of method is measured in realation to the standard deviation of the original grade distribution (s)•We obtained increases larger than one s

Size effect of flipped model, impact measured in sigmas (s)

of the original class distribution of grades

Clase expositiva

Flipped learning

The new median (+1 s) equals to 84,1 percentil of the

original distribution

0-101O-20

20-3030-40

40-5050-60

60-7070-80

80-9090-100

0

5

10

15

20

25

30

35

40

Clase TradicionalFlipped Forte

11,5%

41,6%

With flipped learning forte: the students learn moreGauss curve turns into shark fin

6,0 %

41%

3. % of students which reach mastery level (>8) increases four folds

1. % of student failure (<5) decreases

2. The mean grade increases 2 points (>1 s)

2010

2015

262009/10

2010/11

20111/12

2012/13

2013/14

2014/15

2015/160

10

20

30

40

50

60

70

80

90

100

Expositivo tradiccionalJust-In-Time TeachingEntorno gamificadoFlipped classroom/JITTFlipped learning forte

+ feedback y formative assessment

Expositive leactureJust-in-time teachingGamified environment Flipped classroomFlipped learning forte

26260 % 45 % 61 % 90 % 100 %97 %95 %% students which do the preparatory work

% of students which reach mastery (with exam grade >8) has been improved along the way

+ prior study and feedforward from the students

+ instructive vídeo + gamified environment (bonus)

flipped learning forte works spectacularly because it imposses several deadlines and

pressing needs to students and their teachers

For the teacher

For the students

Active class & formative assessment

Sent information

to be learned

1. plan class and activities

to answerdifficulties

stud

y re

flect

and

send

feed

forw

ard

Deadline to revise materials and send it to students.

2. Give feedback

on difficulties Study

Feedback& prepare for

low stakes assessment

Assessment of learnig difficulties

changes in teacher habits induced by the flipped model

•Teacher develops the habit of study the reactions of your students to the learning materials you sent to them.

•Teacher learn to adapt the use of time class to the needs and difficulties of your students.

7. Conclussions Flipped learning will improve

1. The work of your students (out of class and in class)

2. The communication of information with yours students

3. Your understanding of your students difficulties4. Your feedback and focus on the resolution of real

difficulties 5. Class participation and activities6. The Learning results from your students7. The satisfaction of your students with the course

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7. Conclusions / Recommendations: •Start to use the simplest efficient method for flipped classroom: flipping classroom with just- in- time teaching ( FC/J-I-T T ).

–Send documents and video materials and a universal reflective google form. –Do it before you start a new unit. Send to your students ask them wacht videos , read documents and answer the questionnaire with the promise they will obtain bonus calificacitions.–It will be an easy change for them. 2-4 hours of outside class work by course and week.

•Flipped learning forte–If the teachers send responses to their urgent matters and questions they have to revise them –They should also prepare for in class formative assessment activities .

•Flipped in Colors–Gives you very good ideas about activities to do in class time

Think about what will be the most relevant learnings for the future of your students

Think about this, before going to bed and try to be better teachers

Thanks for your attention

If you would like to know more …Read the blog Profesor 3. 0

http://profesor3punto0.blogspot.com.es/

follow a @alfredoprietoma on twitter

• Alfredoalfredo.prieto@uah.es

Now …

you can ask questionsThat´s the idea

Of interactive lectures