Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
12. We can now deliver on-demand content to any
student for nearly zero incremental cost.
Sal Khan
13. The lectures can be given by superb
communicators, with a deep, intuitive
understanding of the material.
Sal Khan
14. The video content can be paused and
repeated as needed. Students can focus on
exactly what they need to know. They don’t
have to be embarrassed to fill in remedial
gaps.
Sal Khan
15. The classroom will be a place for active
interaction, not passive listening and
daydreaming.
Sal Khan
16. The role of the teacher will be that of a mentor
or coach as opposed to a lecturer, test
writer, and grader.
Sal Khan
17. Taking active learning seriously means
revamping the entire teaching/learning
enterprise—even turning it inside out or upside
down.
Eric Mazur
19. Professors stick with traditional approaches
because they don’t know much about
alternatives. Few get training or coaching on
how to teach.
20. Educators need to be re-educated as to what
to do with the class time that previously was
used for their lectures.
21. A model or framework for this re-education is
needed.
22. Learners need to be personally connected to
the topic. Student engagement is the key to
learning. This is more likely to occur through
engaging experiential activities.
23. The flip within blended and online classes
comes when student experiences are
supplemented with media-driven content.
24. Lectures still have a place and can be more
effective if given in the right contexts, such as
after (not before) students have explored
something on their own (via a lab
experience, simulation, game, field
experience, analyzing cases, etc.) and developed
their own questions and a 'need to know.
http://edtechdev.wordpress.com/2012/05/04/whats-the-problem-with-moocs/
25. Older models of experiential learning can be
updated to include technology tools and build
off of the concepts proposed for the flipped
classroom model . . .
27. Model: David Kolb
1. Learning is best conceived as a process, not in terms of outcomes.
2. Learning is a continuous process grounded in experience.
3. Learning is a holistic process of adaptation to the world.
4. Learning involves transactions between the person and the environment.
http://leadershipchamps.wordpress.com/2008/04/17/learning-styles-for-better-leadership/
50. For the first time in human history talented
students don't have to have their potential and
their dreams written out of history by lousy
teachers. They can sit two feet in front of the
world's finest.
Chris Anderson, TED curator
76. Learners develop skills for . . . . . .
reflective practice
through discussing, reviewing, analyzing, evaluating, and
synthesizing key learning through their experiential
activities and exploration of expert commentaries.
90. When students have multiple choices in ways to
demonstrate their knowledge, the evidence of their
learning is more accurate. We wanted the students to
actually become the experts through the learning
process. This assessment isn't just a fancy term for a
presentation at the end of a unit. To actually engage
in an authentic celebration is to witness a true display
of student understanding.
New Horizons
http://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/
meyer_glock.htm