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

San Andreas flickr.com

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Kontramax flickr.com

Flipped Learning FeedbackStudent

Engagement

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Kontramax flickr.com

StudentEngagement

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Simple information transfer is not working

Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51.

Krugazor flickr.com

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Juan tan Kwon flickr.com

Unprecedented amount of learning opportunities: resources, spaces, formats, devices, etc.

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Hungarian Snow

flickr.com

More complex decisions

Unlimited choices• Recorded lectures

• Lecture notes

• Collections of previous questions/answers

• etc.

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Philhearing flickr.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.

Carsten Tolkm

it flickr.com

RationalAutomatic

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Beware of technology pushing us away from rational thinking

Jen R flickr.com

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"There is no such thing as a neutral design"

Jeremy Brooks flickr.com

Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.

Abelardo Pardo Designing Effective Flipped Learning Experiences 10Thaler, 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"

Derek Bruff flickr.com

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Tom H

awk flickr.com

• Approach the design as if you were a choice architect.

• Help students to make the right decisions.

• Every small detail counts!

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Kontramax flickr.com

FlippedLearning

Student Engagement

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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.

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Active Learning Works

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-NAC

H- flickr.com

Understanding

ApplyingAnalysing

Evaluating

Creating

In L

ectu

reTu

toria

l/Ass

ignm

ents

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

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-NAC

H- flickr.com

Understanding

ApplyingAnalysing

Evaluating

Creating

Prep

are

Lect

ure/

Tuto

rial

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

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Sam Abraham

flickr.com

Blended Learning

Frontier between physical and virtual spaces is blurring

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1. Think in three spaces

Towards higher order skills

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2. Keep the outcome in mind while designing

After this lecture/weekstudents should…

CC

SU N

Z 2013 flickr.com

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training p a h flickr.com

3. Design previous activities (Be Prepared!)

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Available: bit.ly/elec1601 (Only Australian Universities)

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Preparation

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Preparation

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Preparation: Summative assessment

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hijukal flickr.com

Think outside of the box

4. Design face-to-face activities

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In class activities

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Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/

Used in large classes

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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

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Kontramax flickr.com

Flipped Learning FeedbackStudent

Engagement

Abelardo Pardo Designing Effective Flipped Learning Experiences 31Hattie, 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

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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.

Eleaf flickr.com

The feedback question gets systematically lower values in student surveys

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Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487

Chris Ballard flickr.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)

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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

Dan Klim

ke flickr.com

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Tracking

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1. Tas

k leve

l (und

erstan

ding, p

erform

ance

)

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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

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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

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Algorithm

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AutomaticEmail

2. Proc

ess L

evel

(wha

t to do t

o und

erstan

d)

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Helpful feedback

Effect size (Cohen’s d) = 0.49. Medium positive effect

Midterm Scores

Effect size (Cohen’s d) = 0.21. Small positive effect

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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

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What if I tell you…

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ontasklearning.org

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IF [video 3.9.5 not watched] THEN “…."

ontasklearning.org

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• 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

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Jayneandd flickr.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

San Andreas flickr.com