flipping the classroom in an online matesol course? christine bauer-ramazani
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Flipping the Classroom in an Online MATESOL Course? Christine Bauer-Ramazani Saint Michael's College , Colchester, Vermont. TESOL 2014 CALL Interest Section Hot Topic: Enhancing Education through Technology Flipping the Classroom in Multiple Contexts (Web cast). - PowerPoint PPT PresentationTRANSCRIPT
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Flipping the Classroom in an Online MATESOL
Course? Christine
Bauer-RamazaniSaint Michael's College,
Colchester, Vermont
TESOL 2014CALL Interest Section
Hot Topic: Enhancing Education through Technology
Flipping the Classroom in Multiple Contexts
(Web cast)
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1.Do any of you teach online/full-distance courses, e.g. in a graduate program? (Raise your hand.)
2.Have you tried different ways of teaching the content for your online courses? a. Lecture capture (audio/video/screen)b.Lecture notesc. Other
Questions to the audience …
The context
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GSL606: Curriculum & Syllabus Design
• A graduate course in the online strand of the MATESOL program at Saint Michael’s College
• Online strand: o A mix of on-campus and distance courseso Summer = on-campus; fall + spring = distance; summer
= on-campuso 4 courses (out of 12) = distance courses (3 credits ea.)
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The task Transitioning a partially on-campus/f2f and
online/distance course (2012) to full-distance (2013) Old course structure:
Alternating weekso Week 1: F2f class of 100 minutes
• Traditional class with lecture, cases/situations, elicitation of concepts, small-group exploratory activities, small-group application activities, large-group discussions
• Summaries and threaded discussions in Learning Management System (LMS)• Readings
o Week 2: Online only• Reviews of documents/applications, threaded discussions, projects,
peer reviews
Decide on how to deliver content online
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Strategies & Principles• Flipped Classroom model adapted
for online learning context• Experimentation• Use of the four PILLARS of
FLIPPED LEARNING 1. Flexible Environment—students
choose when/where to learn2. Learning Culture—student-
centered, co-construction of knowledge3. Intentional Content—peer
instruction, problem-based learning4. Professional Educator—
monitoring, accountability, formative assessment
Source: Flipped Learning Network 2013
Flipped Course Structure
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Orientation meeting-f2f + recorded with lecture capture
Pre-recorded, narrated mini-lectures (~ 20 min.) Cases/sample situations Samples of documents
(”handouts”) Online links
Interactive activities online application, analysis, synthesis,
evaluation (Bloom’s taxonomy)
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Design• Bi-weekly narrated mini-
lecture recordingso Resources: lecture capture tool
(Tegrity), microphone, PowerPoint slides, links to Internet resources, documents
• Tasks & Assignments (= Analysis and application)--to be discussed in the Sharing What you Learned Forum in the LMSo Response to the recording--
prompts, e.g. cases/sample situations in the mini-lecture
o Factors to be considered in curriculum design
Sample week
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Goals/learning outcomes
Mini-recording Discussion of samples (SMC-IEP
curriculum and other Internet resources)
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Interactive Tasks Application
Selection of samples in students’ curriculum area
Analysis/review of samples Synthesis with information
from the readings Sharing of findings in online
discussion forum
Peer reviews
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Outcome Project
synthesis of what has been learned from all sourceso mini-lectureso readingso analyses/reviews of
applied, interactive taskso interaction with peers and
teacher in threaded discussions
o peer reviews
Advantages of adapted FLIP
Merger of face-to-face and online instructions
Increased flexibility—recordings done ahead of time
Focus on students’ learning and formative assessment
Increased student interaction—discussions/activities
Increased flexibility—students work at their own pace
Customized learning Increased autonomy--more
responsibility for learning on the students’ shoulders
Fits with students’ expectations of 21st century instruction
For the teacher For the students
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Challenges More preparation
time for the teachero Video recordings based on
prepared scriptso Rehearsingo Searching for/posting
content-relevant links and documents
o Designing interactive tasks and activities
o Monitoringo Assessing
More home/online work
Necessary access to video sources at home
For the teacher For the students
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References1. Raths, David (2014, Jan. 15). How to make the most of the flipped classroom. Campus Technology.2. Raths, David (2014, Jan. 22). Assessing the flipped classroom’s impact on learning. Campus
Technology.3. Schaffhauser, Dian (2013, Nov. 13). Beyond the basics of the flipped classroom.T.H.E. Journal.4. Flipping your classroom. (2013, Aug.). 21 Things 4 the 21st Century. 5. Bolkan, J. (2013, Nov. 19).
Report: Half of university faculty have flipped their classroom or will in the next year. Campus Technology.
6. Hamdan, N., & McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Flipped Learning Network.
7. Herreid, C., & Schiller, N. (2013, May). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-67.
8. Marshall, Helaine (2013. The Flipped Learning Approach in Adult ESL Classrooms. 9. Bergman, J., & Sams, A. (2012, April 27). Flipping the classroom. Excerpt from the book Flip your
classroom (2012). International Society for Technology in Education (ISTE) and ASCD. Tech&Learning.
10. 7 things you should know about ...flipped classrooms. (2012, Feb.). Educause. 11. Nielsen, L. (2012, Dec. 11). Why the flip’s a flop. The Innovative Educator.12. Musallam, Ramsey (2011, Oct. 26). Should you flip your classroom? Edutopia. 13. de Haan, Jac (2011, Oct. 7). Creating interactive online video using YouTube. Technology with
Intention.