nitle shared academics: lessons from a flipped classroom
DESCRIPTION
The term “flipped classroom” has become both familiar and increasingly more nebulous as its legitimacy is appropriated by companies like Coursera, Udacity, and EdX to construct a market for pre-recorded video lectures. Critics argue that the flipped classroom shifts attention away from engagement with primary evidence, constructing learning entirely around pre-recorded lectures and replacing reading with viewing. Advocates, including seminar leader Jen Ebbeler, point to the variable ways that a “flipped classroom” can be designed and argue that a flipped class can allow for more attention to reading, analysis, and higher-order problem solving. This seminar offered by NITLE looked at how we can incorporate the elements of the flipped classroom to enhance student learning as well as the quality of our instruction. It also examined some of the potential pitfalls and offered suggestions for avoiding them.TRANSCRIPT
LESSONS FROM A FLIPPED CLASS
Dr. Jennifer [email protected]
Associate Professor of ClassicsUniversity of Texas, Austin
6 November 2013
http://prezi.com/wlrxk5yn9gub/lessons-from-a-flipped-
classroom/
What is a Flipped Class?
A) assign videotaped lectures, spend class time on problem sets, discussionB) reversal of traditional inside class and out of class activitiesC) redistribution of learning activities, to emphasize active learning during classD) a trendy but ill-defined termE) All of the above
Discipline Matters
STRUCTURED ACTIVE IN CLASS LEARNING
Intentionality
The role of texts and reading?
Ian Bogost, “The Condensed Classroom” Jonathan Rees, “On Boring”
Reconceptualizing the Space of Learning
Derek Bruff, “Class time Reconsidered”
What is entirety of course content? What tools, structure do I need to put in place to accomplish objectives?
The Tools Assigned
“Readings” Primary and
secondary Problem
sets/practice questions
Discussion: live and online
Lecture: pre-recorded and live
Active, not passive Variation Technology serves
pedagogy Good enough is best Video as last resort
Make your own OR curate carefully
The Challenges?
INSTITUTIONAL IN THE CLASSROOM
Tangible Resources Technology Instructional Design
and Assessment Specialists
$$ and Time for Course Development
Additional Classroom Staff
Support for Risk-Taking
New roles: Instructor and Student
Student “Buy In”
Students flip class, not instructor or course design
“Stealth” Approach
Incentivized Structure, accountability
Online Lecture ViewingFALL 2012 /SPRING 2013 FALL 2013
Final Course Grades F 11 F12
Sp 13
A: 29.5 25 41
A-: 12.5 15 10
B+: 9 15.5 9
B: 16 15.5 10.5
B-: 9 8 6
C+: 4 3 4
C-F: 20 18 19.5
How to Flip Your Class?