Download - Rethinking the ‘flip’: Exploring innovative teaching practices in the university classroom
Rethinking the ‘flip’:
Exploring innovative teaching practices in the university
classroom
CRICOS 00111D TOID 3059
Dr Katya PechenkinaResearch Fellow Office of the Senior DVC & ProvostLearning Transformations
Presented at Transforming Learning Conference Swinburne University of Technology13-14 September 2016Melbourne Australia http://transformconference.com/ #SwinTLC
Outline• Why flip? Aspirations vs. realities
• Towards complexity in flipped learning
• Educators’ relationship with innovation & technology
• Professional development & skills
• Measuring impact
Why flip? Aspirations vs realities‘Traditional’ flip: “lectures are presented as homework outside of class… class time is reserved for engaging directly with the material” (Gaughan, 2014)
Why do it? - Active learning- Better engagement - Shared responsibility- Student’s control over
the learning process
What happens if students do not engage with the flipped components?
Image: Saint Louis University, Reinert Center for Transformative Teaching and Learning
• Academics engage with complex narratives of the ‘flip’, experimenting with what can be flipped, how and when
• ‘Responsive design’: What works in one classroom may not work in another
• Factors: cohort, expectations, prior experiences, motivations, teaching team’s expertise, skills and ability to build rapport with students
• Changing understanding of the ‘flip’ affects understanding of academic roles: educator is a hybrid, mixing various approaches to teaching and engaging students
Towards complexity in flipped learning
Educators’ relationship with innovation & technology• Technology: useful but not the ultimate goal, must be seamless
& accessible
• Time, knowledge, skills & dedication required to ‘flip’ content
• Innovation means taking a risk
• Perceptions of research outputs having more value/impact than teaching outputs may prevent academics from experimenting with their teaching
• Expectation is to be innovative but the question of ‘how’ is open to interpretation
• Support: centralised model vs. faculty-based model
• ‘Champions’ of technology: finding/developing the most appropriate tool for the task
• Training/upskilling must be an ongoing process
Professional development and skills
Measuring impact
• Defining what is excellent teaching: outputs, metrics
• Going beyond student satisfaction surveys and grades to measure impact
• Knowledge exchange
• Rewards and recognition
Thank you!
Interested in collaboration or taking part in this study?
Get in touch: [email protected]
Twitter: @katya_pechenk