Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)
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3. +
Presenters
Lynn Trinko
Lynn Trinko is currently the Director of Educational Technology in
the College of Education and Human Ecology at Ohio State
University. Her research interests include: e-learning, interactive
videoconferencing, and communities of practice. She is a Quality
Matters and MERLOT Peer Reviewer.
Tracey Stuckey-Mickell
Dr. Tracey Stuckey-Mickell is a Lecturer at Ohio State University
and teaches courses in educational research methods and
educational psychology. Her research interests include:
Interactive learning technologies, learning & instructional
strategies, and learning/academic achievement in at-risk
populations. She has special interest in online/blended learning.
4. +
Flipped Classroom
Features of a flipped classroom:
• Content is presented prior to class
• Typically videos and supplemental materials
are used in lieu of lectures
• Students spend class time actively working
on content
8. +
Pros VS Cons
Increased 1:1 teacher-student
interactions
Students learn at own pace
Encourages mastery learning
Increases student-student
interactions; peer to peer
teaching
Levels playing field
Diagnostics and tracking
Multiple modes of instruction
No more make up assignments
Adopting flip encourages
MORE screen time for
students; do they really need
it?
Increased homework?
Increases digital divide
Increased development costs
Still didactic lecture based
philosophy
Teacher‟s role is diminished
Students can‟t adapt to the
“flipped” environment
9. +
The Decision To Flip,
But How? (Design)
Resources needed:
Time
Technology
Content
Patience
10. +
Before you flip
Think pedagogy!
Use existing technology to ease faculty and students into the
flipped concept
Be clear on expectations
You are the promoter of the flipped model!
Release control to the students
Assess student‟s understanding of pre-class assignments
Build assessments to complement flipped model
11. +
Tools (Design)
Deciding on technology tools
Camtasia, Adobe Connect, or Tegrity?
Graphics tablet (for annotating visuals)
Webcam?
Recommendations
Consult Ed Tech professionals
Do your homework
Most tools have a learning curve
Allow time to learn
13. +
The Experience of Flipping
(Development)
Lectures
Time intensive!
Scripting, visuals, recording
Activities--accountability and
interactivity
Self-study questions
“Burning Questions” (Carmen
Discussion Boards)
Practice activities (formerly
known as „homework‟)
14. +
Implementing the Flip
(Implementation)
Summer and Fall 2012; EDUPL 6641
Two meetings/week
Meeting 1: Review SSAs; “Burning Questions”
Meeting 2: Practice activities in groups
16. +
Challenges/Opportunities
Rigor of practice activities
Student progress
Student accountability and effort
Effective collaboration with Lab TA
17. +
Benefits
Lower anxiety
ADA –compliance (transcripts)
Non-native English speakers
Increase student control
“Burning Questions”
Better use of class time
18. +
Next Steps
Re-record with Tegrity
Shorten length (8 min max)
More rigorous practices
Informal assessments
Student accountability
19. +
OSU Resources
Office of Distance Education & eLearning
Digital First http://digitalfirst.osu.edu/
Exploring Learning Technologies Community (Meetings are
held the 3rd Friday of every month from 10-11:30AM in 143
Physical Activities & Education Services (PAES).
https://carmenwiki.osu.edu/display/eltcommunity/Home
Your local Educational Technology team
20. +
Resources
7 Things You Should Know About Flipped Classrooms (EDUCAUSE Learning Initiative,
February 2012).
These 7 points provide a quick introduction to flipped teaching, including benefits, drawbacks,
and implications for teaching and learning.
http://net.educause.edu/ir/library/pdf/ELI7081.pdf
The Flipped Classroom Infographic, Jeremy F. Strayer, Ohio State University (Retrieved
from KNEWTON).
Using visuals and graphics, this concise piece presents the concept, some examples, and the
results in one case study at the high school level. http://www.knewton.com/flipped-
classroom/
TED Ed: Lessons Worth Sharing
Take the three-minute video “TED-Ed Tour” to understand the potential of the hundreds of
engaging videos for teaching on this site, including ways to customize those on the site or
design “flipped classes” using any video from YouTube. The site offers a wide range of videos
in which educators and animators collaborate, plus explanations and directions for “flipping”
classes. http://ed.ted.com/tour
Transitions to TraceyFlip example Flipping the class – demonstrationhttps://tegr.it/y/12byl
Explanation of need and analysis
Items to consider as instructor in the course
Pros versus cons ( we can split this up)
Lynn to cover
Lynn to coverThink about the pedagogyUse existing technology to ease faculty and students into the flipped conceptBe clear on expectationsYou are the promoter of the flipped model to all!Release control to the studentsAssess student’s understanding of pre-class assignmentsBuild assessments to complement flipped model
Tracey to coverDeciding on technology toolsCamtasia, Adobe Connect, or Tegrity?Graphics tablet (for annotating visuals)Webcam?Do your homeworkMost tools have a learning curve - Be certain you have time to learn; before you leap in!RecommendationsTalk to your educational technology professionals
Tracey to coverBrief Activity: Think-Pair-Share Think: What are ideas for structuring “activities” and in-class time when lecture is covered at home?Pair: Discuss your ideas with a partner.Share: Be prepared to share your ideas with the group.Course content considerationsCognitive levels?What will be the nature of “homework” activities?What will be the structure of class sessions?
Tracey to cover per her courseScripting and recording lecturesTime!Slides and scriptsActivities for accountability and interactivitySelf-study questionsCarmen discussion boards and “Burning Questions” listDeveloping practice activities (previously known as ‘homework’)
Tracey and Lynn about implementationSummer and Fall 2012; EDUPL 6641Two meetings/weekreview SSAs, answer “Burning Questions” (distribute answers), work on practice activities; student-centered
Formative and summative evaluation
TraceyRigor of practice activities and assessment of student progressStudent control/accountability; underestimation of effort neededWork with Lab TA for cohesion
TraceyLowered anxiety (use of humor, relaxed atmosphere in class, etc.)Transcripts of class comply with ADAScripts help English as Second Language Learners Students control delivery of the content/more relaxed processing“Burning Questions” help provide more thorough answers in classIn-class time: “real teaching and learning”
Tracey and LynnRe-record all videos with Tegrity –more features for lecture capture (shorten some – max 6-8 minutes)Revise practices activities to account for needs of advanced students – make more rigorousDetermine appropriate informal assessment techniquesDetermine better ways to hold students accountable for their part in the teaching/learning process