flipped learning v1print - university of surreyflipped learning v1print.pdf 2 17/09/2014 11:51:04...
TRANSCRIPT
Department of Technology Enhanced Learning
What is Flipped Learning?In the traditional lecture model of higher education students gather in class and listen to a lecturer talk through a theme or subject, usually accompanied by slides. There may be opportunities to ask questions but the emphasis is on the lecturer speaking. Afterwards, students review notes that they have taken in order to gain a better understanding of the subject matter.
Flipped learning inverts this model by presenting some lecture material for students to study before class, for example as an online video. More class time is then available for activities designed to reinforce and develop understanding of the content and deal with any misconceptions, for example Q&A sessions, peer discussion and group work.
What are the benefits?Flipped learning:
• Enables students to study at their own pace and time, not the one set by the lecturer
• Optimises the use of contact time between lecturer and students to answer questions and facilitate group work
• Provides space for students to help and learn from each other in class
• Highlights the difficult concepts students are struggling with, which can be dealt with during class time
• Can encourage students to engage more actively in testing and developing their understanding
What are the challenges?The main challenges when introducing flipped learning focus around student engagement. For example:
• How do I ensure students review the pre-lecture materials online?
• What happens if students don’t watch the lectures before class?
• How will students react to peers who haven’t?
• Will students who haven’t done the preparation be reluctant to attend class?
• My students are used to sitting back and being lectured to. What can I do to engage them in class activities?
How can these challenges be met?• Be explicit about the educational
benefits of flipped learning. If students are clear what the advantages are for them they are more likely to engage
• Introduce a flipped approach in stages. As students become used to the format and more independent in their learning the amount of flipped learning can be increased
• Ensure group activities involve a mix of students, for example by combining those who did the pre-lecture study with those that didn’t, or use results from a pre-session online test and combine low scoring students with high scoring ones.
• Align class activities with the module learning outcomes and make these alignments explicit to students
• Keep online lecture materials short, for example 20 minutes maximum for videos.
Beyond the basics - Flipped LearningDeveloping your professional practice
August 2014 General enquiries:
www.surrey.ac.uk/tel [email protected]
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Flipped Learning v1print.pdf 1 17/09/2014 11:50:59
www.surrey.ac.uk/tel [email protected]
Beyond the basics - Flipped Learning: Case Studies and technologies
Case studies
Flipped Learning in Politics
Simon Usherwood (ADLT for FAHS) has been ‘flipping’ his classroom for some time now, producing short 15 minute videos outlining the key points of the week’s topic on his politics module in advance of a seminar. Students watch the video online in their own time, make notes and use it to prepare for the activities and debates that take place during the seminar.
Simon comments on the educational benefits of this method; ‘by moving the relatively passive element of lecturing out of the classroom, we make more space for students to interact with each other and with me during our contact time. This means I can spend more time focusing on their needs and on ensuring that their understanding is up to scratch’.
Flipped Learning in the Vet School
surreyvetdemo.mediacore.tv/media/powerpoint-workshop
The Vet School are embedding flipped learning into the delivery of their new curriculum for 2014/15. Chris Trace, the Vet School’s Module and e-Learning Coordinator, says, ‘flipped learning is an exciting way of increasing student engagement with a subject. It allows us to really identify what areas student are struggling with and focus on these, which is essential given the huge volumes of content we're expecting them to assimilate. We are aiming to use this approach so our experts act more as coaches than content deliverers so students gain most advantage from our faculty in their learning’.
Technologies for Flipped Learning
Surrey offers a range of technologies that can be used to support flipped learning, these include:
SurreyLearnSurreyLearn not only makes learning resources easily accessible to students; it offers many tools to help you flip your classroom. These include online tests, discussion forums and an e-portfolio, all of which can be used to check student understanding before and after class.
Electronic Voting Systems (EVS)An EVS can rapidly collect, display and evaluate student responses to questions posed during class. They can be used in flipped classrooms to assess student understanding of lecture content that students watched online in advance of class. Interested staff will have the option of using the Polleverywhere EVS during the 2014/15 academic year following a successful trial organised by DTEL, enabling students to respond to questions using their own mobile phone, smartphone, tablet or laptop.
Lecture CaptureDTEL are piloting the Panopto lecture capture system during the 2014/15 academic year. It will be available in a select number of classrooms and will offer “hands-free” recording of lectures that staff can access later and publish on their SurreyLearn course. Staff will also be able to install it onto their own computers and create their own “flipped learning” content.
Staff Development and support for flipped learningFor more information about this approach, the technologies available at Surrey to support flipped learning, or advice on how to ‘flip’ your classroom please send an email to: [email protected] , or contact your Faculty TEL coordinator. http://www.surrey.ac.uk/tel/people/index.htm
DTEL also offer hands on workshops exploring the educational benefits and applications of technologies that can support flipped learning, such as: Creating online tests in SurreyLearn and Engaging students with Electronic Voting Systems. For more information send an email: [email protected]
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Flipped Learning v1print.pdf 2 17/09/2014 11:51:04