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Goals for this session. Participants
will be able to: 1. Recall research that supports the need for new approaches to student learning and integration of technology into teaching and training programs. 2. Detail the beneﬁts and concerns related to the use of classroom ﬂipping concepts and digital technology in their teaching and training environments 3. Identify classroom ﬂipping platforms and related digital tools that can be used in teaching and training and strategies for their deployment. 4. Articulate the time, resource, and human capital investments that must be made in order to create ﬂipped learning environments.
The holy lecture: time to
go? • Video lecture is as effective as in-person lecture for conveying information (Zhang, Zhou, Briggs and Nunamaker, 2006) • Students do watch the videos and come to class better prepared (DeGrazia, et al., 2012) • Shorter is better, and quizzes are essential (Toto and Nguyen, 2009)
Comparison: Flip vs. Non-Flip Day
and Foley (2006) found significant gains in achievement among students who watched video lectures and completed a pre-class worksheet versus the traditional in-class lecture model
Why did we flip? •
Heavy content made the course lecture heavy, often unengaging • Short time span (6 weeks) necessitated rapid ability to process information • Intro course, so setting the tone is essential • Wanted to ‘mix it up’
Elements of the Flip •
Pre-class lecture • Intro quiz at the beginning of each class session • Revisiting concepts after ‘instant scoring’ the quiz • Three graduated activities per class period
Components of a student conduct
training… • Understand the Student Code of Conduct and the Conduct Process • Be able to confront an incident successfully and write an incident report
Read through the Code and
be able to successfully answer a quiz Review results with your supervisor during a subsequent 1-on-1 meeting
View a video of an
incident. Review a sample report that highlights important components of a successful report. Write your own report. Get into groups lead by pro staff and returning RAs. Review video. Discuss the video- RA’s approach to confronting the incident. Review each other’s reports and rewrite.
Blogs, Wikis, Podcasts and Facebook:
How Today’s Higher Education Faculty Use Social Media 1 BLOGS, WIKIS, PODCASTS AND FACEBOOK Mike Moran Pearson Author and Chief Strategist Converseon Jeff Seaman, Ph.D. Co-Director, Babson Survey Research Group Babson College Hester Tinti-Kane Vice President of Marketing Pearson Learning Solutions A LWAY S L E A R N I N G how today’s higher education faculty use social media OCTOBER 2012
Institutional support Time (learning or
use) Lack of integration with LMS Inability to measure effectiveness Grading and assessment Separate course and personal accounts Concerns about privacy Integrity of student submissions Perceived barriers to social media use by faculty 70% 66% 63% 54% 48% 42% 37% 33%