designing flipped learning experiences

Abelardo Pardo (@abelardopardo)Faculty of Engineering and IT slideshare.net/abelardo_pardo

Queen’s U

niversity flickr.com

Designing flipped learning experiences

University of Edinburgh 27 April 2016

Designing flipped learning experiencesAbelardo Pardo 2

About meRishi S flickr.com

Teaching

First year engineering course

Computer systems

350 students

Plenary 2 hour lecture + 2 hour tutorial + 3 hour laboratory session

Active learning

Heavy use of technology

Research

Educational technology

Learning analytics

Data-guided feedback

Naturalistic experiments

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Istvan flickr.com

The Parts

The Design Examples

What? Why?

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Istvan flickr.com

What?Why?

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KreativeKewl flickr.com

Flipped Learning does not exist!

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Simple information transfer is not working

Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51.

Krugazor flickr.com

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Juan tan Kwon flickr.com

Unprecedented amount of learning opportunities: resources, spaces, formats, devices, etc.

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Hungarian Snow

flickr.comUnlimited choices

• Recorded lectures

• Lecture notes

• Collections of previous questions/answers

• etc.

More complex decision making process

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Philhearing flickr.com

Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition (pp. 282-312). New York, NY: Oxford University Press.

Carsten Tolkm

it flickr.com

Automatic Rational

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Face to face time is very valuable

International Monetary Fund flickr.com

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Felder, R. M., & Brent, R. (2009). Active Learning: An Introduction. ASQ Higher Education, 2(4).

Active Learning

“anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes”

Brandi Redd flickr.com

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Active Learning Works

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Istvan flickr.com

TheParts

What? Why?

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-NAC

H- flickr.com

Remembering

Understanding

ApplyingAnalysing

Evaluating

Creating

In L

ectu

reTu

toria

l/Ass

ignm

ents

Revised Bloom’s Taxonomy

Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education.

Cognitive Skills

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-NAC

H- flickr.com

Remembering

Understanding

ApplyingAnalysing

Evaluating

Creating

Prep

are

Lect

ure/

Tuto

rial

Revised Bloom’s Taxonomy

Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education.

Cognitive Skills

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Chandra M

arsono flickr.com

Does it work?

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002

Indirect evidence emerging of improved academic performance and student and staff satisfaction

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Could/Should you improve how your students learn?

Nicola O

sborne flickr.com

Is it more work?

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Istvan flickr.com

The Parts

TheDesign

What? Why?

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Tom H

awk flickr.com

• Approach the design as if you were a choice architect.

• Help students to make the right decisions.

• Every small detail counts!

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Dan Klim

ke flickr.com

“Students’ reluctance to engage in class activities is not surprising if classroom exercises are passive and not consistently well designed or executed as active learning exercises that students perceive as enhancing their learning through collaboration.”

(Emphasis added)

White, C., Bradley, E., Martindale, J., Roy, P., Patel, K., Yoon, M., & Worden, M. K. (2014). Why are medical students 'checking out' of active learning in a new curriculum? Medical Education, 48(3), 315-324. doi:10.1111/medu.12356

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1. Think in three spaces

Towards higher order skills

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2. Keep the outcome in mind while designing

After this lecture/weekstudents should…

CC

SU N

Z 2013 flickr.com

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training p a h flickr.com

3. Design previous activities (Be Prepared!)

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Videos*

MCQ*

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Beware of technology pushing us away from rational thinking

Jen R flickr.com

Designing flipped learning experiencesAbelardo Pardo

4. Design face-to-face activities

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hijukal flickr.com

Think outside of the box

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Istvan flickr.com

The Parts

The Design Examples

What? Why?

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Example 1: Engineering

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Preparation

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Preparation

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Preparation: Summative assessment

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Example 2: Professional Practice of Radiography (PG). A/Prof. Mark McEntee

“The interactive quizzes during class are excellent” “I love the quizzes”

‘Learning was supported by useful electronic learning resources’ Agreement increased from 78% to 98%

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In class activities

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Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/

Used in large classes

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1.Use the theatre areas (five)

2.Assign an identifier to each area

3.Assign a digital gate to each area

4.Show input values. Students raise hand if output is 1

5.Acknowledge the fastest area in the theatre

6.Repeat from step 3 changing the assignments

Outcome: Understand how digital gates work

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A word on feedback

1.Increased student engagement, increased feedback.

2.Sustained participation in activities, sustained feedback.

3.Maintain the dialogue

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1.Active learning works

2.Start gradually (one topic) but aim big (whole course)

3.Identify the spaces in which learning occurs

4.Be creative. Design useful resources for the students

5.Make the most of the face-to-face time

6.Provide frequent feedback about progress

Sean Dreilinger flickr.com

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Flip your classroomWhere to start

bit.ly/youflip

Abelardo Pardo (@abelardopardo)Faculty of Engineering and IT slideshare.net/abelardo_pardo

Queen’s U

niversity flickr.com

Designing flipped learning experiences

University of Edinburgh 27 April 2016