To flip or not to flip
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Is the question to flip or not? Or is the question - how do you provide quality learning experiences to maximise time? This presentation explores the whys and some hows of flipping learning. It also transfers this concept of a flipped classroom to a school library. Presented in 2013 at UQ Library cyberschool conference.
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To flip or not to flip
- 1. To flip or not to flip Is that the question?
- 5. Impact of new technology • 2013 = 1,000,000 • 2018 = 36,000,000
- 7. Four pillars of flipped learning • Flexible learning environmentF • Learning culture is flippedL • Intentional content for instructionI • Professional educatorsP
- 8. What is different about resources for flipped learning? • Wider range of topics ▫ Range of possible Flipped Learning methods • Individualised learning ▫ As well as collaborative learning
- 10. What could be different? • Rubrics increasing complexity • Questioning technique • Project Management – ▫ Time management ▫ Thinking about thinking and work • Choice of topic • Choice of how to represent information
- 11. Resourcing a flipped classroom • Digital objects / video • Learning objects • Blended learning environments • Online learning workshops or courses • Scaffolding tools • Collaborative tools • Information literacy or digital literacy skills could be totally individualised
- 12. Building blocks • Content structure • Digital Literacy | ACARA Capabilities • Assessment frequency and type • Class structure / management – Term 1, Terms 2 to 4
- 13. Types of resources needed: • Core tools ▫ Information access ▫ Digital manipulation / knowledge creation ▫ Collaboration / Communication • Virtual learning environment tools ▫ Learning management systems (LMS) ▫ Video conferencing
- 19. Collaboration
- 20. Communication
- 21. Learning Management System (LMS)
- 23. Teacher tools • Professional Learning Network (PLN)
- 24. What does the classroom look like? • Individualised learning • Peer teaching ▫ Jigsaw methodology ▫ 1:1 discussion with teacher • Small groups when needed • Technology rich but NOT the focus
- 25. Dr Renner’s guidelines • The expectation of spending time doing homework should be clear • A flipped class implementation does not have to be “all or nothing” • Students do not automatically prefer cooperative group work, nor do they intuitively know how to work in a group successfully • Teachers do not have to create all of their own content for a flipped class • Lecturing is not bad pedagogy, but it should not be the primary or sole means of instruction • Pre-testing in K-12 classes warrants further study • Students respond to multiple means of representation http://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on- the-flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/
- 26. Cons 1. Students don’t need more screen or computer time! 2. Students don't need more homework! 3. Access to mobile devices and the internet can be inequitable 4. Market forces will allow content producers to get richer! 26
- 27. Flipping a library What is flipped? 1. Space - from a focus on resources to focus on learning 2. Information access – from a focus on class or groups of students and IL to a totally individualised at point of need focus 3. Learning – from a focus on teacher selected content and skills outcomes to student selected 4. Skill vs knowledge – traditionally we have focused on skills or literacies – what should out focus be?
- 28. "This above all: to thine own self be true"
- 29. Resources Flipping the library classroom http://libguides.usu.edu/content.php?pid=424275& sid=3469429 Flipping the one-shot library session http://designerlibrarian.wordpress.com/tag/flipped -classroom/ Tools for flipping the classroom http://www.educationdreamer.com/p/tools-for- flipping-classroom.html https://www.diigo.com/user/junewall/"flipped classroom“
- 30. Resources • Flipped learning resources – Dan Spencer • Scribd • Voicethread • Bubbl.us • Wikispaces • Diigo • Animoto • Audacity • Learning Management Systems
Editor's Notes
- Metaphor of supertanker and tugboat. Supertankers are difficult to control. Many have automated systems which aim straight and true. When the place they were aimed at is no longer appropriate, or a manual override attempts to cut a corner or find a new channel, they can become most difficult to handle. - See more at: http://mooc.efquel.org/week-11-mooocs-massive-opportunities-to-overcome-organisational-catastrophes-by-gilly-salmon/#sthash.OgN3Dxxt.dpuf Tugs are much smaller than supertankers yet possess enormous power as direction changers. They have attributes similar to the disrupters to organisational stasis. When appropriately employed, they can apply course changing dynamics and forces to manoeuvre the supertanker onto a new heading. If applied diligently, accurately and logistically for sufficient time, they can invoke a change of organisational direction despite its previous headlong rush into possible danger and destruction. So the tug boat, applied at the right point to the supertanker, diverts the ship - See more at: http://mooc.efquel.org/week-11-mooocs-massive-opportunities-to-overcome-organisational-catastrophes-by-gilly-salmon/#sthash.OgN3Dxxt.dpuf “So learning innovators and change agents everywhere… use your little, powerful MOOC-tug boats and judge their quality by the signs of a change of direction in your supertanker. The quality lies in the tugs’ potential to constructively disrupt. Many tugs have fire fighting equipment on board – this might come in handy, especially in campuses that are so proud of their physical resources. The tide of change will help you. Your tugs might prevent a catastrophe. Sure, a few MOOC-tugs might get run over as your supertanker reverses, but such is the innovator’s dilemma. “ - See more at: http://mooc.efquel.org/week-11-mooocs-massive-opportunities-to-overcome-organisational-catastrophes-by-gilly-salmon/#sthash.OgN3Dxxt.dpuf