flipping not flopping: infusing active learning in online and blended courses
DESCRIPTION
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14TRANSCRIPT
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Flipping Not Flopping: Infusing Active Learning in Online
and Blended Courses
St. Mary’s University of MinnesotaSeptember 19, 2014
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Jason Rhode, Ph.D.
DirectorFaculty Development and Instructional Design CenterNorthern Illinois University
[email protected] @jrhode
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Our Roadmap…
Photo credit: CC BY flickr.com/photos/jfxie/6448173183
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Tenets of Flipping
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Traditional Education
Transfer
In class the easy part
Outside class the hard part
Assimilation
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Flipped Education
Transfer
Outside class the easy part
In class the hard part
Assimilation
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Using technology in a new way to maximize deep learning
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Interaction = key to deep learning experiences
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Interaction Components
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Interaction Matrix
Meaningful & Memorable
Learning
Formal InteractionIn
form
al In
tera
ction
CC BY Jason Rhode
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Students Value Interaction
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Collaborative Learning
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Informal Learning
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Teaching Naked (Bowen, 2012)
Harnessing technology outside the classroom so more meaningful interactions can take place inside the classroom
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Technology in Teaching
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“Technology is a technique, not a strategy” - Bowen
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Technology as a Tool
If the only tool you have is a hammer, you tend to see every problem as a nail. – Abraham Maslow
Photo credit: CC BY flickr.com/photos/jrhode/4632887921
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Trends in Technology & Pedagogy
http://www.nmc.org/publications/2014-horizon-report-higher-ed
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19
Warburton’s 3D Matrix
http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html
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20
Warburton’s 3D Matrix
http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html
Formal
InformalIsolated Social
Passive
Active
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Shift Toward Online LearningFa
ce-2
-Fac
e
Onl
ine
Diagram adapted from Rodney Murray’s, http://youtu.be/_yn7tIE5S_c
Classroom Supported
Online Learning
Hybridor
Blended Learning
Fully Online
Learning
Technology Enhanced Learning
Classroom Learning
30% online
80% online
Flipping…
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What it means to “flip” online?
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Synchronous vs Asynchronous Learning
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Connected Learning
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Increasing Pedagogical Richness
http://www2.warwick.ac.uk/services/ldc/resource/eguides/pedagogies
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What makes a quality online learning experience?
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..begins with course design
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What constitutes quality online?
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Baseline Standards a Must
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Variety of Quality Definitions
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HLC Expects Quality
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Blackboard Catalyst Program
The Blackboard Catalyst Award Program honors those who push the boundaries of their educational programs and technology in order to delivery innovative and effective learning experiences.
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Catalyst Award Categories
Exemplary Course Award
Staff Developmen
t Award
Student Impact Award
Innovation Award
exciting and innovative
courses that represent the
very best in technology and
learning
individuals and/or
institutions that successfully
increased levels of student
engagement or retention
those who support and enhance faculty and professional development skills
those that think outside the box in such areas related to teaching and learning practices, online program management, etc.
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Exemplary Course Program
Blackboard.com/ecp
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Exemplary Course Program Rubric
Developed based on research and best practices, used for evaluating in four areas:Course Design, Interaction & Collaboration, Assessment, and Learner Support
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Exemplary Course Program Rubric
j.mp/bbecprubric14
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Major Areas & Sub-Categories
Course Design
Interaction & Collaboration Assessment Learner
Support
• Goals & Objectives
• Content Presentation
• Learner Engagement
• Technology Use
• Communication Strategies
• Development of Learning Community
• Interaction Logistics
• Expectations• Assessment
Design• Self-assessment
• Orientation to Course and LMS
• Supportive Software Plug-ins
• Instructor Role and Information
• Policies & Support• Accessibility• Accommodations • Feedback
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Sample Online Course
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Exemplary Course Award
Instructional Media and Technology – more info at jasonrhode.com/ett510exemplarycourse
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Example Attributes to be Shared
Course Design
Interaction & Collaboration Assessment Learner
Support
• Goals & Objectives
• Content Presentation
• Learner Engagement
• Technology Use
• Communication Strategies
• Development of Learning Community
• Interaction Logistics
• Expectations• Assessment
Design• Self-assessment
• Orientation to Course and LMS
• Supportive Software Plug-ins
• Instructor Role and Information
• Policies & Support• Accessibility• Accommodations • Feedback
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Welcome – Start Here
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Goals and Objectives Easily Located
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Goals and Objectives Available in a Multiple Areas
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Content Available or “Chunked” in Manageable Segments
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Consistent Unit Structure
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Navigation Intuitive
Info needed at beginning of the courseCourse news and updates
Social connections for building sense of community
Course content, activities, and assessments
Interaction
Reflection, feedback, & self-paced assistance
Collaboration in group
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Content Flows in Logical Progression
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Content Presented in Variety of Appropriate Mechanisms
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Content Enhanced with Visual & Auditory Elements
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Content Maxim
“Do what you do best and link to the rest.” – Jeff Jarvis
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Guidance for Learners to Work with Content
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Tools Available in LMS to Engage Students with Course Content
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Wide Variety of Delivery Media Incorporated into the Course
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Effort Made to Use Low-Cost or No-Cost Materials When Available
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Plentiful Opportunities for Synchronous and/or Asynchronous Interaction
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Asynchronous Communication Promotes Critical Reflection
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Asynchronous Communication Promotes Critical Reflection
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Synchronous Communication Activities, Real-Time Interactions
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Communication Activities Designed to Help Build Sense of Community
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Student-to-Student Interactions Required
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Collaboration Activities Reinforce Learning Outcomes
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Guidelines Explaining Required Levels of Participation
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Rubric or Equivalent Grading Document is Included
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Instructor Actively Participates, Including Providing Feedback
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Instructor Uses Communication Tools to Provide Course Updates
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Instructions Written Clearly and with Sufficient Detail
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Assessment Activities Occur Frequently Throughout Course
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Multiple Types of Assessments are Used
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Opportunities for Self-assessment Provided
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Contact Information for Instructor Easy to Find
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Links to Institutional Policies
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Course Materials are Accessible
Transcript provided for videos
YouTube videos captioned
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Supportive Mechanisms for Learners with Disabilities
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Learners Have Opportunity to Give Feedback on Course Design
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View Exemplary Course Tours
j.mp/bbecptours13
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ECP Winners Gallery
ecpgallery.coursesites.com
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Volunteer to Review
• Explore in-depth a variety of different online courses and get ideas and inspiration for your own online courses
• Apply lessons learned from the Exemplary Course Rubric to your own courses or those you are helping to develop
• Share your knowledge and experience with others by providing feedback on their course designs
• Gain professional development experience and recognition for your accomplishments and participation in the program
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Access Sample Shared Course
jrho.de/ett510ecp
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Submitting Your Course
Blackboard.com/ecp
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…realized through online teaching
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Developing Online Learning Community
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Tips from St. Mary’s Facultyfacultyfocus.com/articles/online-education/building-community-creating-relevance-online-classroom/
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Tips from Bowen (2012)
1. Establish in the syllabus how you will communicate
2. Limit the forms of communication3. Create a schedule for yourself, follow through
for the entire semester, then re-evaluate4. It is ok to employ multiple methods of
communication, but be clear and consistent5. Consider how students will communicate
with each other outside of class
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Photo Credit: CC BY flickr.com/photos/stephen_downes/252157734
Groups vs. Networks
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Idea: News via Text Message
Remind.com
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Idea: Twitter Chat
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Idea: Instagram #ETRAeyespy
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Credits• Active Learning icon by Duke Innovation Co-Lab, The Noun
Project• Flipped Classroom icon by Duke Innovation Co-Lab, The Noun
Project• Informal Learning icon by Duke Innovation Co-Lab, The Noun
Project• Education icon by Duke Innovation Co-Lab, The Noun Project• Synchronous Learning icon by Duke Innovation Co-Lab, The
Noun Project• Asynchronous Learning icon by Duke Innovation Co-Lab, The
Noun Project
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Credits (cont.)
• Connected Learning icon by Duke Innovation Co-Lab, The Noun Project
• Collaborative Learning icon by Duke Innovation Co-Lab, The Noun Project
• Question icon by Henry Ryder, The Noun Project• User icon by Luis Prado, The Noun Project• School icon by Ricardo Augosto Cherem, The Noun
Project • Education icon by Claire Jones, The Noun Project• Thinking icon by Michael V. Suriano, The Noun Project
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Credits (cont.)
• Meeting icon by Slava Strizh, The Noun Project• Meeting icon by Michael V. Suriano, The Noun
Project• Architect icon by Luis Prado, The Noun Project• Thumbs-Up icon by Yamini Chandra, The Noun
Project• User icon by Max Hancock, The Noun Project• Network icon by Matthew Hawdon, The Noun
Project