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Designing Effective Flipped Learning Experiences

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Abelardo Pardo
Abelardo Pardo

Increasing student engagement has been one of the main focus to improve the quality of a learning experience. In this talk we cover two aspects that can contribute to this increase: flipped learning, and feedback.

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Designing Effective Flipped Learning Experiences A/Prof Abelardo Pardo (@abelardopardo)
 Faculty of Engineering and IT slideshare.net/abelardo_pardo INED/MASTER Seminar 14 February 2017 SanAndreasflickr.com
Abelardo Pardo Designing Effective Flipped Learning Experiences 2 Kontramaxflickr.com Flipped Learning Feedback Student Engagement
Abelardo Pardo Designing Effective Flipped Learning Experiences 3 Kontramaxflickr.com Student Engagement
Abelardo Pardo Designing Effective Flipped Learning Experiences 4 Simple information transfer is not working Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51. Krugazorflickr.com
Abelardo Pardo Designing Effective Flipped Learning Experiences 5 JuantanKwonflickr.com Unprecedented amount of learning opportunities:
 resources, spaces, formats, devices, etc.
Abelardo Pardo Designing Effective Flipped Learning Experiences 6 HungarianSnowflickr.com More complex decisions Unlimited choices • Recorded lectures • Lecture notes • Collections of previous questions/answers • etc.
Abelardo Pardo Designing Effective Flipped Learning Experiences 7 Philhearingflickr.com Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition (pp. 282-312). New York, NY: Oxford University Press. CarstenTolkmitflickr.com RationalAutomatic
Abelardo Pardo Designing Effective Flipped Learning Experiences 8 Beware of technology pushing us 
 away from rational thinking JenRflickr.com
Abelardo Pardo Designing Effective Flipped Learning Experiences 9 "There is no such thing as a neutral design" JeremyBrooksflickr.com Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.
Abelardo Pardo Designing Effective Flipped Learning Experiences 10 Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press. “People make good choices in contexts in which they have experience, good information, and prompt feedback" DerekBruffflickr.com
Abelardo Pardo Designing Effective Flipped Learning Experiences 11 TomHawkflickr.com • Approach the design as if you were a choice architect. • Help students to make the right decisions. • Every small detail counts!
Abelardo Pardo Designing Effective Flipped Learning Experiences 12 Kontramaxflickr.com Flipped Learning Student Engagement
Abelardo Pardo Designing Effective Flipped Learning Experiences 13 Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom ASHEERIC Higher Education Report No. 1. Washington, DC, USA: George Washington University. Active Learning Any instructional method that engages students in the learning process. Active learning requires students to do meaningful learning activities and think about what they are doing.
Abelardo Pardo Designing Effective Flipped Learning Experiences 14 Active Learning Works
Abelardo Pardo Designing Effective Flipped Learning Experiences 15 -NACH-flickr.com Understanding Applying Analysing Evaluating Creating InLectureTutorial/Assignments Revised Bloom’s Taxonomy Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education. Cognitive Skills Remembering
Abelardo Pardo Designing Effective Flipped Learning Experiences 16 -NACH-flickr.com Understanding Applying Analysing Evaluating Creating PrepareLecture/Tutorial Revised Bloom’s Taxonomy Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education. Cognitive Skills Remembering
Abelardo Pardo Designing Effective Flipped Learning Experiences 17 SamAbrahamflickr.com Blended Learning Frontier between physical and virtual spaces is blurring
Abelardo Pardo Designing Effective Flipped Learning Experiences 18 1. Think in three spaces Towards higher order skills
Abelardo Pardo Designing Effective Flipped Learning Experiences 19 2. Keep the outcome in mind while designing After this lecture/week
 students should… CCSUNZ2013flickr.com
Abelardo Pardo Designing Effective Flipped Learning Experiences 20 trainingpahflickr.com 3. Design previous activities (Be Prepared!)
Abelardo Pardo Designing Effective Flipped Learning Experiences 21 Available: bit.ly/elec1601 (Only Australian Universities)
Abelardo Pardo Designing Effective Flipped Learning Experiences 22
Abelardo Pardo Designing Effective Flipped Learning Experiences 23 Preparation
Abelardo Pardo Designing Effective Flipped Learning Experiences 24 Preparation
Abelardo Pardo Designing Effective Flipped Learning Experiences 25 Preparation: Summative assessment
Abelardo Pardo Designing Effective Flipped Learning Experiences 26 hijukalflickr.com Think outside of the box 4. Design face-to-face activities
Abelardo Pardo Designing Effective Flipped Learning Experiences 27 In class activities
Abelardo Pardo Designing Effective Flipped Learning Experiences 28 Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/ Used in large classes
Abelardo Pardo Designing Effective Flipped Learning Experiences 29 1.Use the theatre areas (five) 2.Assign an identifier to each area 3.Assign a digital gate to each area 4.Show input values. Students raise hand if output is 1 5.Acknowledge the fastest area in the theatre 6.Repeat from step 3 changing the assignments Outcome: Understand how digital gates work
Abelardo Pardo Designing Effective Flipped Learning Experiences 30 Kontramaxflickr.com Flipped Learning Feedback Student Engagement
Abelardo Pardo Designing Effective Flipped Learning Experiences 31 Hattie, J. A. (1999). Influences on student learning. Inaugural professorial address, University of Auckland, New Zealand If you could choose one… • More than 500 meta-analyses of student achievements • 100 factors with potential influence • Feedback in top five • (74 meta-analyses) Most effective form: video, audio, computer-assisted instructional feedback, and/or related goals
Abelardo Pardo Designing Effective Flipped Learning Experiences 32 Krause, K.-L., Hartley, R., James, R., & McInnis, C. (2005). The First Year Experience in Australian Universities: Findings from a decade of National Studies. University of Melbourne: Centre for the Study of Higher Education. Eleafflickr.com The feedback question gets systematically lower values in student surveys
Abelardo Pardo Designing Effective Flipped Learning Experiences 33 Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487 ChrisBallardflickr.com Feedback Levels 1. Task Level (understanding, performance) 2. Process Level (what to do to understand, perform) 3. Self-regulation level (detecting and directing effort) 4. Self level (personal evaluation and affect)
Abelardo Pardo Designing Effective Flipped Learning Experiences 34 Students are less likely to engage in pre-class activities if they are not interactive, do not provide formative feedback, and not coherently linked with the face-to-face activities O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002 DanKlimkeflickr.com
Abelardo Pardo Designing Effective Flipped Learning Experiences 35 Tracking
Abelardo Pardo Designing Effective Flipped Learning Experiences 36 1.Task level(understanding,perform ance)
Abelardo Pardo Designing Effective Flipped Learning Experiences 37 No statistically significant difference in the rating of feedback (2013 edition, M=3.25, SD=0.97; 2014 edition, M=3.35, SD=1.03); t(389.78) = -0.97, p <0.17
Abelardo Pardo Designing Effective Flipped Learning Experiences 38 You should take a more careful look at how symbols are encoded in the video. Would you be able to encode/ decode UAL symbols without looking at the video? Good initial work. However, did you understand the trick to handle encoding with a variable number of bits? Would you be able to provide an example? Good work. Would you be able to come up with your own machine language and your encoding scheme? Remember that it has to be unambiguous. Thorough work with the task about machine language encoding. Give it a quick review before the midterm. Q1 Q2 Q3 Q4 Instructor
Abelardo Pardo Designing Effective Flipped Learning Experiences 39 Algorithm
Abelardo Pardo Designing Effective Flipped Learning Experiences 40 Automatic Email 2.Process Level(w hatto do to understand)
Abelardo Pardo Designing Effective Flipped Learning Experiences 41 Helpful feedback Effect size (Cohen’s d) = 0.49. Medium positive effect Midterm Scores Effect size (Cohen’s d) = 0.21. Small positive effect
Abelardo Pardo Designing Effective Flipped Learning Experiences 42 Liu, D. Y.-T., Bartimote-Aufflick, K., Pardo, A., & Bridgeman, A. J. (2016). Data-driven Personalization of Student Learning Support in Higher Education. In A. Peña-Ayala (Ed.), Learning analytics: Fundaments, applications, and trends: A view of the current state of the art. In preparation: Springer. • Upload student listing • Upload indicators per student • Write filters or rules • Contact selected students with personalised email
Abelardo Pardo Designing Effective Flipped Learning Experiences 43 What if I tell you…
Abelardo Pardo Designing Effective Flipped Learning Experiences 44 ontasklearning.org
Abelardo Pardo Designing Effective Flipped Learning Experiences 45 IF [video 3.9.5 not watched] THEN “…." ontasklearning.org
Abelardo Pardo Designing Effective Flipped Learning Experiences 46 • Support instructors to create personalised feedback • Simple rule-base knowledge encoding • Provide appropriate view of data sources • Scale to large and highly diverse cohorts • Open-source project • First pilots in Q1/2 2017 • Tutorial in LAK 2017 • Contact us if interested ontasklearning.org
Abelardo Pardo Designing Effective Flipped Learning Experiences 47 Jayneanddflickr.com • Be aware of how technology affects engagement • There is no neutral design. Choice architect. • Think in blended space • Prepare, Interact, Repeat • The power of feedback
Designing Effective Flipped Learning Experiences A/Prof Abelardo Pardo (@abelardopardo)
 Faculty of Engineering and IT slideshare.net/abelardo_pardo INED/MASTER Seminar 14 February 2017 SanAndreasflickr.com

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Designing Effective Flipped Learning Experiences

  • 1. Designing Effective Flipped Learning Experiences A/Prof Abelardo Pardo (@abelardopardo)
 Faculty of Engineering and IT slideshare.net/abelardo_pardo INED/MASTER Seminar 14 February 2017 SanAndreasflickr.com
  • 2. Abelardo Pardo Designing Effective Flipped Learning Experiences 2 Kontramaxflickr.com Flipped Learning Feedback Student Engagement
  • 3. Abelardo Pardo Designing Effective Flipped Learning Experiences 3 Kontramaxflickr.com Student Engagement
  • 4. Abelardo Pardo Designing Effective Flipped Learning Experiences 4 Simple information transfer is not working Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51. Krugazorflickr.com
  • 5. Abelardo Pardo Designing Effective Flipped Learning Experiences 5 JuantanKwonflickr.com Unprecedented amount of learning opportunities:
 resources, spaces, formats, devices, etc.
  • 6. Abelardo Pardo Designing Effective Flipped Learning Experiences 6 HungarianSnowflickr.com More complex decisions Unlimited choices • Recorded lectures • Lecture notes • Collections of previous questions/answers • etc.
  • 7. Abelardo Pardo Designing Effective Flipped Learning Experiences 7 Philhearingflickr.com Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition (pp. 282-312). New York, NY: Oxford University Press. CarstenTolkmitflickr.com RationalAutomatic
  • 8. Abelardo Pardo Designing Effective Flipped Learning Experiences 8 Beware of technology pushing us 
 away from rational thinking JenRflickr.com
  • 9. Abelardo Pardo Designing Effective Flipped Learning Experiences 9 "There is no such thing as a neutral design" JeremyBrooksflickr.com Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.
  • 10. Abelardo Pardo Designing Effective Flipped Learning Experiences 10 Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press. “People make good choices in contexts in which they have experience, good information, and prompt feedback" DerekBruffflickr.com
  • 11. Abelardo Pardo Designing Effective Flipped Learning Experiences 11 TomHawkflickr.com • Approach the design as if you were a choice architect. • Help students to make the right decisions. • Every small detail counts!
  • 12. Abelardo Pardo Designing Effective Flipped Learning Experiences 12 Kontramaxflickr.com Flipped Learning Student Engagement
  • 13. Abelardo Pardo Designing Effective Flipped Learning Experiences 13 Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom ASHEERIC Higher Education Report No. 1. Washington, DC, USA: George Washington University. Active Learning Any instructional method that engages students in the learning process. Active learning requires students to do meaningful learning activities and think about what they are doing.
  • 14. Abelardo Pardo Designing Effective Flipped Learning Experiences 14 Active Learning Works
  • 15. Abelardo Pardo Designing Effective Flipped Learning Experiences 15 -NACH-flickr.com Understanding Applying Analysing Evaluating Creating InLectureTutorial/Assignments Revised Bloom’s Taxonomy Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education. Cognitive Skills Remembering
  • 16. Abelardo Pardo Designing Effective Flipped Learning Experiences 16 -NACH-flickr.com Understanding Applying Analysing Evaluating Creating PrepareLecture/Tutorial Revised Bloom’s Taxonomy Pohl, M. (2000). Learning to think thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education. Cognitive Skills Remembering
  • 17. Abelardo Pardo Designing Effective Flipped Learning Experiences 17 SamAbrahamflickr.com Blended Learning Frontier between physical and virtual spaces is blurring
  • 18. Abelardo Pardo Designing Effective Flipped Learning Experiences 18 1. Think in three spaces Towards higher order skills
  • 19. Abelardo Pardo Designing Effective Flipped Learning Experiences 19 2. Keep the outcome in mind while designing After this lecture/week
 students should… CCSUNZ2013flickr.com
  • 20. Abelardo Pardo Designing Effective Flipped Learning Experiences 20 trainingpahflickr.com 3. Design previous activities (Be Prepared!)
  • 21. Abelardo Pardo Designing Effective Flipped Learning Experiences 21 Available: bit.ly/elec1601 (Only Australian Universities)
  • 22. Abelardo Pardo Designing Effective Flipped Learning Experiences 22
  • 23. Abelardo Pardo Designing Effective Flipped Learning Experiences 23 Preparation
  • 24. Abelardo Pardo Designing Effective Flipped Learning Experiences 24 Preparation
  • 25. Abelardo Pardo Designing Effective Flipped Learning Experiences 25 Preparation: Summative assessment
  • 26. Abelardo Pardo Designing Effective Flipped Learning Experiences 26 hijukalflickr.com Think outside of the box 4. Design face-to-face activities
  • 27. Abelardo Pardo Designing Effective Flipped Learning Experiences 27 In class activities
  • 28. Abelardo Pardo Designing Effective Flipped Learning Experiences 28 Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/ Used in large classes
  • 29. Abelardo Pardo Designing Effective Flipped Learning Experiences 29 1.Use the theatre areas (five) 2.Assign an identifier to each area 3.Assign a digital gate to each area 4.Show input values. Students raise hand if output is 1 5.Acknowledge the fastest area in the theatre 6.Repeat from step 3 changing the assignments Outcome: Understand how digital gates work
  • 30. Abelardo Pardo Designing Effective Flipped Learning Experiences 30 Kontramaxflickr.com Flipped Learning Feedback Student Engagement
  • 31. Abelardo Pardo Designing Effective Flipped Learning Experiences 31 Hattie, J. A. (1999). Influences on student learning. Inaugural professorial address, University of Auckland, New Zealand If you could choose one… • More than 500 meta-analyses of student achievements • 100 factors with potential influence • Feedback in top five • (74 meta-analyses) Most effective form: video, audio, computer-assisted instructional feedback, and/or related goals
  • 32. Abelardo Pardo Designing Effective Flipped Learning Experiences 32 Krause, K.-L., Hartley, R., James, R., & McInnis, C. (2005). The First Year Experience in Australian Universities: Findings from a decade of National Studies. University of Melbourne: Centre for the Study of Higher Education. Eleafflickr.com The feedback question gets systematically lower values in student surveys
  • 33. Abelardo Pardo Designing Effective Flipped Learning Experiences 33 Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487 ChrisBallardflickr.com Feedback Levels 1. Task Level (understanding, performance) 2. Process Level (what to do to understand, perform) 3. Self-regulation level (detecting and directing effort) 4. Self level (personal evaluation and affect)
  • 34. Abelardo Pardo Designing Effective Flipped Learning Experiences 34 Students are less likely to engage in pre-class activities if they are not interactive, do not provide formative feedback, and not coherently linked with the face-to-face activities O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002 DanKlimkeflickr.com
  • 35. Abelardo Pardo Designing Effective Flipped Learning Experiences 35 Tracking
  • 36. Abelardo Pardo Designing Effective Flipped Learning Experiences 36 1.Task level(understanding,perform ance)
  • 37. Abelardo Pardo Designing Effective Flipped Learning Experiences 37 No statistically significant difference in the rating of feedback (2013 edition, M=3.25, SD=0.97; 2014 edition, M=3.35, SD=1.03); t(389.78) = -0.97, p <0.17
  • 38. Abelardo Pardo Designing Effective Flipped Learning Experiences 38 You should take a more careful look at how symbols are encoded in the video. Would you be able to encode/ decode UAL symbols without looking at the video? Good initial work. However, did you understand the trick to handle encoding with a variable number of bits? Would you be able to provide an example? Good work. Would you be able to come up with your own machine language and your encoding scheme? Remember that it has to be unambiguous. Thorough work with the task about machine language encoding. Give it a quick review before the midterm. Q1 Q2 Q3 Q4 Instructor
  • 39. Abelardo Pardo Designing Effective Flipped Learning Experiences 39 Algorithm
  • 40. Abelardo Pardo Designing Effective Flipped Learning Experiences 40 Automatic Email 2.Process Level(w hatto do to understand)
  • 41. Abelardo Pardo Designing Effective Flipped Learning Experiences 41 Helpful feedback Effect size (Cohen’s d) = 0.49. Medium positive effect Midterm Scores Effect size (Cohen’s d) = 0.21. Small positive effect
  • 42. Abelardo Pardo Designing Effective Flipped Learning Experiences 42 Liu, D. Y.-T., Bartimote-Aufflick, K., Pardo, A., & Bridgeman, A. J. (2016). Data-driven Personalization of Student Learning Support in Higher Education. In A. Peña-Ayala (Ed.), Learning analytics: Fundaments, applications, and trends: A view of the current state of the art. In preparation: Springer. • Upload student listing • Upload indicators per student • Write filters or rules • Contact selected students with personalised email
  • 43. Abelardo Pardo Designing Effective Flipped Learning Experiences 43 What if I tell you…
  • 44. Abelardo Pardo Designing Effective Flipped Learning Experiences 44 ontasklearning.org
  • 45. Abelardo Pardo Designing Effective Flipped Learning Experiences 45 IF [video 3.9.5 not watched] THEN “…." ontasklearning.org
  • 46. Abelardo Pardo Designing Effective Flipped Learning Experiences 46 • Support instructors to create personalised feedback • Simple rule-base knowledge encoding • Provide appropriate view of data sources • Scale to large and highly diverse cohorts • Open-source project • First pilots in Q1/2 2017 • Tutorial in LAK 2017 • Contact us if interested ontasklearning.org
  • 47. Abelardo Pardo Designing Effective Flipped Learning Experiences 47 Jayneanddflickr.com • Be aware of how technology affects engagement • There is no neutral design. Choice architect. • Think in blended space • Prepare, Interact, Repeat • The power of feedback
  • 48. Designing Effective Flipped Learning Experiences A/Prof Abelardo Pardo (@abelardopardo)
 Faculty of Engineering and IT slideshare.net/abelardo_pardo INED/MASTER Seminar 14 February 2017 SanAndreasflickr.com