km competence development with flipped classroom
TRANSCRIPT
KM Competence Development with Flipped Classroom Barbara Geyer-Hayden
Slide 2 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Content
• Flipped Classroom10:00 –10:20
• Experiences with Flipped Classroom10:20 – 10:40
• Force Field Analysis10:40 – 12:00
Slide 3 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Barbara Geyer-Hayden Degree course head of the master study program Applied Knowledge Management
University of Applied Sciences Burgenland Campus 1 | A-7000 Eisenstadt | Büro: E.HG.151
T: +43(5)7705-4322E: [email protected]
Slide 4 | KM Competence Development with Flipped Classroom | Barbara Geyer-HaydenTopics from the NMC Horizon Report > 2015 Higher Education Edition
[Johnson et al. 2015]
Slide 5 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Disruptive Education: Transforming Universities
[Gallagher & Garrett 2013]
Slide 6 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
FLI ED Classroom
PP
Slide 7 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
WissensmanagementKonzepte
Franz BarachiniBarbara Geyer-Hayden
Projekt- undProzessmanagement
Roman HartlChristian Katschnig
"Inverting the classroom means that events that have
traditionally taken place inside the classroom now take place
outside the classroom and vice versa"
[Lage, Platt & Treglia 2000]
Slide 8 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Flipped Classroom=
another form ofBlended Learning
Slide 9 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
face-to-face classroom+
web-based online learning=
Blended Learning
Slide 10 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
“The real test of blended learning is the effective integration of the two main components (…) such that we are not just adding on to the existing dominant approach
or method. (…).
A blended learning design represents a significant departure from either of these approaches. It represents a
fundamental reconceptualization and reorganization of the teaching and learning dynamic (…).
In this respect, no two blended learning designs are identical. This introduces the great complexity of blended
learning.“
[Garrison & Kanuka 2004]
Slide 11 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Elements of Blended Learningface-to-face classroom
web-based online learningself-study
phase
Output: blended learning design
Slide 12 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Elements of Flipped Classroom
Phase 1: Lecture (Before Class)
Phase 2: Homework Activities(During Class)
Slide 13 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Traditional Model
CreatingEvaluating
Analyzing
Appling
Understanding
Remembering
Flipped Model
Blooms Taxonomy
Students are responsible for homework in these levels of understanding
Teachers introduce new material to students
Students and teachers work together on these levels of learning.
New material is introduced to students outside of class as their homework
[Williams 2013]
Slide 14 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Elements of Flipped Classroom
Phase 1 (Before Class): Videos (Screen casting, Narrated PowerPoint movie, Video of lecturer talking or Animation)Limited: Podcast (Audio file) and Pre-Readings
Phase 2 (During Class): Discussion around pre-viewed online contentTesting of conceptsWorkshop and problem solving activities
Slide 15 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
[Gerstein 2012]
Based on Kolb’s Experiential Learning Cycle
The Experiential Flipped Classroom Model
Slide 16 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
The Teacher´s Role
Image: Flickr / AJC1, CC BY-SA 2.0
Slide 17 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
CreatingEvaluating
Analyzing
Appling
Understanding
Remembering
Flipped Model and Knowledge Management
Blooms Taxonomy
Students and teachers work together on these levels of learning.
New material is introduced to students outside of class as their homework
[Williams 2013]
Slide 18 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Master Study Program Applied Knowledge Management
Image: FH Burgenland
Slide 19 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Focus of the Master Study Program Applied Knowledge Management:
- Knowledge Transfer, - Online Communication and - E-Learning.
Slide 20 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Main Parameters“Applied Knowledge Management"
• Master study program with 120 ECTS• 50% face-to-face classroom and
50% web-based online learning• E-Portfolios
Study Program
• Part-time students• The average age of the students is 35• 40% of the students have a pedagogic educationStudents
• From the fields of Knowledge Management and E-Learning• The most are part-time lecturerLecturer
Slide 21 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
FLI ED Study Program
PP
Slide 22 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Reasons
• A coherent blended learning design for the whole study program• Clear suggestions for the web-
based online learning• Do what you teach (Focus: E-
Learning)• Quality of teaching
Slide 23 | KM Competence Development with Flipped Classroom | Barbara Geyer-HaydenAppl
ied
Know
ledg
e M
anag
emen
t:
Mod
ules
W1 7Knowledge- 4management ApproachesW2 7Knowledge- 4management Strategies
PM 7Project- 4and Process-management
FE 7Research Methods 4
W3 7Knowledge- 4management Methods
K1 7Online 4communication Tools
WO 7Knowledge 4Organisation
K2 7E-Learning 4
E1 2English 2
DA 7Master's Thesis 2
PP 14Project group coaching- > 3 accompanying seminar-> 2
EL 7Online Media 4
17 individual coaching -> 1 Master Thesis Seminar -> 2
AT 7Current 4Topic
E2 2English 2
Final Exam 4 ECTS
SemesterECTSSWS
ECTSSWS
ECTSSWS
ECTSSWS
ECTSSWS
ECTSSWS
3018
3018
3013
30 9
120 58
1
2
3
4
General Electives 15,8 ECTS / 7 SWS
ECTS (European Credit Transfer System Learning Points): One ECTS fulfills 25 working hours for Students SWS (Semester week hours): One SWS meets 15 x 45 minutes teaching time
Slide 24 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Exploration
Survey
Students Lectors
InterviewsStudent Lecturer Degree course head
In the summer semester 2016
Slide 25 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
W1 7Knowledge- 4management Approaches
PM 7Project- 4and Process-management
FE 7Research Methods 4
K1 7Online 4communication Tools
E1 2English 2
SemesterECTSSWS
ECTSSWS
ECTSSWS
ECTSSWS
ECTSSWS
ECTSSWS
3018
1
FF 2IT Update 2
Flipped Classroom in the 1. Semester
Status of the winter semester 2015
Slide 26 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Positive sides
Flexible web-based online learning
Appreciation of the face-to-face time
Learner-centered
Slide 27 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
WissensmanagementKonzepte
Franz BarachiniBarbara Geyer-Hayden
Projekt- undProzessmanagement
Roman HartlChristian Katschnig
"students who come from an educational background where
lecturingand rote work is the norm may
experience a great deal of culture shock at the
inverted classroom and resist taking on the responsibility for learning that
themethod entails"
[Talbert 2012]
Slide 28 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Image: FH Burgenland
Slide 29 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Lecturer
• More effort (for implementing a new blended learning design)• The advantage over the
traditional design is not clear for all • Want to be free to teach
without the corset of a given teaching method
Slide 30 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Resume
• Changes in a system take a lot of time and many small steps• Flipped Classroom has
the potential to support competence development better than traditional teaching forms
Slide 31 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Slide 32 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Why do we use the Force Field Analysis?
Reasons for and against the introduction of the Flipped Classroom
ClassroomFlipped
Slide 33 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden [Gray & Brown 2010]
Slide 34 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Literature[Gallagher & Garrett 2013] Gallagher S, Garrett G. (2013). Disruptive Education: Technology Enabled Universities. The United States Studies Centre at The University of Sydney; Available at: http://ussc.edu.au/ussc/assets/media/docs/publications/130801_DisruptiveEducation_GallagherGarrett.pdf [Garrison & Kanuka 2004] Garrison, D. R., Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. In The Internet and higher education (Hrsg.), Internet and Higher Education 7 (95 – 105).[Gerstein 2012] Gerstein J. (2012). Flipped Classroom: The Full Picture for Higher Education. Available at: https://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/ [Geyer-Hayden 2016] Geyer-Hayden B. Entwicklung eines ICM-Einführungsmodells für einen Fachhochschulstudiengang, In: Das InvertedClassroom Modell. Begleitbandzur 5. Konferenz "Inverted Classroom and Beyond“, p. 71-76.[Gray & Brown 2010] Gray D, Brown S, Macanufo J. (2010). Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers. Sebastopol: O'Reilly.[Johnson et al. 2015] Johnson L, Adams Becker S., Estrada V, Freeman A (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium. Available at: http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ [Lage et al 2000] Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43.[Talbert 2012] Talbert, Robert (2012): Inverted Classroom. In: Colleagues (Volume 9, Issue 1, Article 7), S. 17–20. Available at: http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1183&context=colleagues [Williams 2013] Williams, Beth (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE
Image sources (if not stated otherwise): pixabay, CC0 Public Domain