etug spring 2013 - possibilities & constraints to a flipped classroom approach by amrit mundy...
DESCRIPTION
This session reviews our thinking, decisions, and constraints around changing a complex, content-heavy, one day Systemic Thinking workshop (“the ability to see and work with systems”) to a blended model using the flipped classroom approach. This workshop was originally a one-day workshop, open to any UBC employee, with use of their professional development funds. In 2012, based on a review of the content, design, participant feedback, and resources related to the workshop, we decided to implement a flipped classroom approach (online learning modules followed by a face to face workshop) to allow participants more time to reflect on concepts in their own time, and to practice the ideas with facilitators, during the face to face session. During this session, we will provide a 15 minute overview that will include a quick walk through of some background to the workshop, the reasons for, and constraints within, the re-design process, a brief look at the redesigned, blended workshop, and participant evaluations before and after the re-design. The next 20 minutes will involve participant in small group work. During this time participants will have the opportunity to both, work with systemic thinking concepts in an educational technology context (for e.g. MOOCs or flipped classrooms), and to recommend improved learning design to us based on this brief experience. Given our increasing complex worlds, having the ability to understand and influence systems is a key competency for designers of educational technology. During our session we plan to touch on and highlight certain aspects of this workshop re-design that we needed to consider carefully. We plan to touch on these both, during our overview, and during participants small group work. These aspects are: (i) Workshop participants needed some knowledge and understanding of systems thinking frameworks before they could explore the concepts meaningfully in the workshop; (ii) Due to the complexity of the content and frameworks, workshop participants needed sufficient soak time to reflect on, and absorb, the content before being able to apply it; (iii) To do full justice to participant learning, we believed that workshop should support participants to practice, and work with, systems thinking using examples from their personal and professional contexts. We felt that this was an essential step towards being able to practice systems thinking after the workshop, in their workplaces. We are particularly interested in the idea of flipped classrooms, and making use of non-classroom time to support deep, situated learning for our participants. In addition, we think that a flipped classroom approach might help us work around some resource constraints that staff development faces at universities. http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#amritTRANSCRIPT
Flipping the Classroom for Systemic Learning
Amrit Mundy, M.A.,UBC, Organizational Development & Learning
Diane Goossens, M.Ed., Diane Goossens & Associates
What we did & why
• Workshop Context
• What we did
• Why we did it
• 1or 2 Results & Constraints
Systems Concepts
6/13/2013 Copyright (c) 2011 B.W. Stevenson &
Associates, Ltd. 3
System A System B
Our Focus for this session – A different (complimentary) lens?
Learning Centred
blended
teaching
systemic?
Learner Centred
alignment
Our Focus for this session - Using Systemic Language for Design
• Learning systems & sub-systems
• Inputs and outputs
• Elements
• Boundaries
Learning Objectives - Face to Face Workshop Answer the question, ‘What is a system’
Build capacity to understand systemic thinking
Understand mental models/paradigms
Gain a ‘systems’ perspective
See the whole picture, not just the parts
Focus on underlying structures and patterns
Ask Critical Questions
See systemic patterns in relationships
Practise ‘seeing systems’ & ‘applying systems thinking’ techniques, tools and
approaches
Overall Outcome: Increase capacity for Systemic Thinking at UBC
• Creates cognitive dissonance re way professionals taught to approach work – linear problem solving v/s holistic systemic approach
= “Flipped Classroom” Systemic Thinking Program
Outcome: Increased Systemic Thinking Capacity at UBC
Inputs Inputs
Outputs Inc. awareness Reflective Questions on Systems in Workplace
Online Workshop Space Between
Workplace
UBC Environment
Face to Face Workshop
Outputs Inc. awareness Negligible workplace application
Face to Face + Online + Space Between + Space After
Outputs Inc. awareness More workplace application
Key Concepts
• We redrew or stretched the boundaries of our system(s)/program to include...
• Additional interconnected “subsystems” in our overall system or program
… to amplify our overall
outcome: Increasing the capacity to apply systemic thinking at UBC
Learning Design Questions
to play with
• Choose a learning system
• Are your learning outcomes being achieved?
• Inputs & outputs?
• Boundaries, sub-systems, and stretching the boundaries…
• Rhythm & Relationship of sub-systems?
• Insights?
Your Learning System: Stretching Boundaries and Altering Subsystems to Increase Learning /Align Outcomes
Outcome: _________________________________
Inputs Inputs
Outputs
Boundaries
____________ Environment
Outputs
The Continuing Evolution...
Online workshop – provocative applicable questions; peer online discussion of concepts in practice
Space in between – more conscious application here
Face to face – less lecture/more application - particularly FEEDBACK about their application
Space after – Part 2, workplace follow up; peer discussion/application/ Community of Practice
Your Suggestions?
Systems Thinking References
D. Meadows, Thinking in Systems: A Primer, Chelsa Green, 2008 J. O’Conner, The Art of Systems Thinking, Thorsons, 1997