The flipped classroom has been used in different ways for the past decade in education, and more recently, the idea of flipping professional development has been experimented with at schools and in corporate training. In both cases, the idea is to rethink what we want to spend our time with in face-to-face sessions and how can we move learning before & after those sessions to be more self-directed. This presentation was paired with a makerspaces session and included an exercise to flip the learning model. Attendees were asked a DIY activity before the face-to-face session.

1. Flipping
the Learning Model
Kenneth Ronkowitz
New Jersey Institute of Technology

2. The flipped classroom has been used in different
ways for the past decade in education.
More recently, the idea of flipping professional
development has been experimented at schools
and in corporate training.
In both cases, the idea is to rethink what we want
to spend our time with in face-to-face sessions
and how can we move learning before & after
those sessions to be more self-directed.
Flipping
the Learning Model

3. “Flipped Learning is a pedagogical approach in
which direct instruction moves from the group
learning space to the individual learning space,
and the resulting group space is transformed into
a dynamic, interactive learning environment
where the educator guides learners as they
apply concepts and engage creatively in the
subject matter.”
Flipped Learning Network flippedlearning.org
The flipped model is not entirely new.

4. Is this a
totally new
idea?
I am flipping
our classroom.
I am calling it
“homework.”
Is that really what it is?

5. Homework is
generally
practice without
guidance.
In flipped models, the practice
occurs in the classroom WITH
guidance and resources.
Outside of the classroom, time
is spent on preparation for the
F2F time and later on
extensions to the learning.

7. Flipped History
in education
 Eric Mazur developed peer instruction in the 1990s. He found
that computer-aided instruction allowed him to coach
instead of lecture.
 In 1993, King published "From Sage on the Stage to Guide on
the Side“ in College Teaching
 Lage, Platt and Treglia publish "Inverting the Classroom: A
Gateway to Creating an Inclusive Learning Environment" in
2000.
 Baker presents a flipped model, "The classroom flip: using web
course management tools to become the guide by the side"
at the 11th International Conference on College Teaching
and Learning, 2000.

8. “About 80% of learning is informal rather than
professionally planned.” (Allen Tough, 1999)
We have all experienced the thrill of a serendipitous discovery as we
look for one thing but stumble across something else of value to us.
According to Bowles (2004), serendipitous learning
recognizes that the human search for knowledge may
occur by chance, or as a by-product of the main task.
There are no predetermined goals associated with
serendipitous learning (King et al, 2001). Learning goals
tend to be more personal as the learning often takes
place outside of a formal learning environment.
Knowledge retention as a result of serendipitous learning
tends to be high, because motivation remains with the
learner.
www.serendipity35.net

9. Flipped Learning emerged
from a number of other
teaching, learning and
training trends.

10. online learning
DIY makerspaces
blended & hybrid learning
virtual work/employees
Globalization MOOC coaching
mentoring compliance training
informal learning just-in-time learning
flipped classroom
Mentoring Upskilling
Personal Learning Networks
Communities of Learning/Practice

11. “lectures” outside of the
classroom
What is this lecture of which you speak?
The Influence of the Internet
and Online Learning

12. Teacher As Student
http://chronicle.com/blogs/wiredcampus/whos-taking-moocs-teachers/56305

13. Adding Pre and Post
professional learning and professional development
PRE
Self-paced
Student-
centered
Often Online
F2F
Group
Practice
Collaborative
Interpersonal
Follow-up
Online or F2F
Group or 1:1

14. Challenges in Traditional
Professional Learning
education or training
Large group PL time is often spent covering new technology
tools and processes or new curriculum programs and strategies.
1. Experience –everyone comes with a different set of
experiences and skills making it difficult to ensure that
everyone can fit the information into the context of their
experience.
2. Time – not being given an effective amount of time to
practice what you have learned
3. Follow-Through – Most traditional PL opportunities come in a
one-day package, but the most effective PL is ongoing.
http://blogs.techsmith.com/for-educators/flipped-professional-development/

15. Virtual practice is
as effective as,
or better than,
real-life practice.
* though real-life practice can’t be eliminated
Waller, Hunt, Knapp (1998). Rose, Attree, Brooks, Parlsow, Penn (2000). Sorita et al. (2012).

16. Do the learners need
knowledge,
coaching
or
practice?
(or just access to resources)
Teachers, Facilitators or Experts?

18. Dry & Wet Labs

19. International School at Dundee, Old Greenwich, CT
http://www.greenwichtime.com/local/article/School-libraries-not-what-they-used-to-be-6054503.php
The library – now called the
"learning commons" - offers
teaching spaces often
incorporating outside
programs and STEM activities
all while keeping the
elements of a traditional
library or media center.
The 3D printer in the
"maker space" area where
students create CAD
designs to print with a 3D
printer

20. KELLER CENTER MAKER SPACE – Princeton University
Students from all across campus have the opportunity to
engage in the Maker Space.
The Rules of Engagement
Hours of Operation 7 a.m. to 2 a.m.
Students shall be granted access to the Maker Space only
after they have taken a training session facilitated by a
representative from either the Maker Collective and/or
the 3D Printing Club.
Training topics will include but are not limited to:
Universal Safety
Soldering Safety
Power Tool Safety
Equipment Usage
Materials Consumption and Organization

21. What happens
if they don’t do
the pre-work?
Yes, but…

22. Exercise information at web.njit.edu/~ronkowit/presentations/cen/

23. The Principles Behind Your Experiments
1. What did you learn from your
experiments?
2. What materials made the greatest
improvement in sound?
3. What is more important: volume or
sound quality?
4. How would you define "sound quality?"
5. What additional equipment or learning
would be necessary for you to go
further with this experiment?
6. How might you use this exercise (or a
similar one) in your classroom?

24. Going Deeper
• The most common applications of this exercise in a classroom
would be for mathematics and physics.
• http://greenmountainaudio.com/speaker-math-and-physics/
• http://www.loudspeakerbuilding.com/Practical-guide/Basic-
Physics/10147,en
• For example, if we look at the horn loudspeaker design, we
learn that what horns do is to narrow the propagation of
sound produced by the loudspeaker. Conventional
loudspeakers propagate a lot of sound up, down, left, right,
etc. in relation to the strong axis of the cone. Horns
concentrate the sound along the axis, which is therefore
louder for the listener (if she is not located extremely to the
side). That's why a cheerleader or an emergency vehicle
would use the shape.
• Horns are better matching acoustical impedances of the
source of the sound and the load (air).
• Another discussion might be the difference between
designing an enclosure for your phone rather than one that
will hold an external speaker. Should the shapes be different?
Are there different audio principles at work?

25. The design studio approach to learning offers a rich learning
environment, a voyage of discovery and growth where discrete
disciplines are synthesized in the design process. The studio
approach emphasizes student initiative and casts the instructors
in the role of coaches and mentors. NJSOA http://architecture.njit.edu

26. flipped learning is less
about when we learn and
more about
how we learn

27. Contact
@ronkowitz
EdTech blog serendipity35.net
ronkowitz@njit.edu
exercise: https://web.njit.edu/~ronkowit/presentations/cen/
slides: http://www.slideshare.net/ronko4/presentations