IITBombayX

FDP301x

Mentoring Educators in Educational Technology

V Srinivasa Reddy

Course Journal - FLIPPED LEARNING

Team ID - 074

This work is created by V Srinivasa Reddy and licensed under the Creative Commons Attribution-Non Commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

Week 1Lecture on Flipped Learning

FLIPPED LEARNING Objectives

There are 6 main objectives for the seminary on Flipped Learning today.

1. We will briefly define Behaviorism and Constructivism in relationship as the background to Flipped Learning.

2. We will define Flipped Learning and outline the advantages of the Flipped Learning approach to teaching.

3. We will describe what we know about Flipped Learning.

4. We will also briefly outline a lesson plan for a Flipped Learning lesson.

5. Next, we will review the latest statistics related to the growth of Flipped Learning.

6. Finally, I will demonstrate how I use Flipped Learning in my classrooms via 1know.net.

The Background: Behaviorism

Behaviorism in education, often referred to as the Socratic Approach, is the traditional, historical methodology of teaching employed worldwide.

Behaviorism has been especially emphasized since the beginning of the Industrial Revolution.

Industrialized Education

Ash (2012) even referred to the methodology employed during the era as an “Industrialized Education” because students were required to memorize facts…, and workers were required to develop a specific skill.

Bloom’s Taxonomy

Unfortunately, the educational sector adopted the Socratic approach for education through memorization and regurgitation of facts in testing. This idea represents the lower levels of Bloom’s Taxonomy of remembering, understanding, and applying information.

Efficiency and Effectiveness

The Industrial Revolution also introduced a period of time where efficiency, effectiveness, and quality assurance were primary objectives in the manufacturing sector.

The result of such emphasis was a goal oriented philosophy for the training and evaluation of employees both in the American and Taiwanese educational systems.

Merit

This is not to say, however, that the Socratic (lecture) methodology is without merit. Content is important in the learning process, and the lecture is an efficient methodology employed to deliver content regardless of its effectiveness in doing so.

Problem Questions

However, one question to be asked is:

“How does an individual’s creativity and curiosity suffer because of the influence of the Socratic philosophy”?

Another question that educators must ask is:

“Does the Socratic method reflect the best use of faceto- face time between teachers and students” ?

Constructivism

These are questions that are directly posed by the Flipped Learning approaches to education which is based on the concept of Constructivism.

Constructivism was promoted, as you know, in the work of Piaget and Vygotsky.

Constructivism in education has enjoyed a long history with an emphasis upon student involvement, selfdirected learning, and problem-based learning.

Basically, the Constructivist ideology refers to engaging students in learning activities as opposed to teachers appearing as a “Sage on the Stage” of the classroom.

Known through such terms as the “inverted classroom, blended learning, discovery learning, problem-based learning, self-directed learning, and individualized instruction”, the concept of the students’ involvement in learning was the goal of Constructivism.

ACTIVE LEARNING

Constructivism is defined as a theory of knowledge based upon one’s experiences in life where learning is “doing”.

Constructivism previously took the form of active learning, cooperative learning, collaborative learning, peer tutoring, and peer assisted learning that involved the student actively in the learning process.

Bloom’s Taxonomy

The theory of Constructivism expresses the idea that no one can learn anything for someone else, but learning occurs when students are actively engaged in the process. This represents the higher levels of Bloom’s Taxonomy including the ability to analyze, evaluate, and create.

MEANING OF CONSTRUCTIVISM

Essentially then, “Constructivism is basically a theory -- based on observation and scientific study about how people learn.

People construct meaning, understanding, and knowledge of the world through experience and reflection.

You cannot learn to swim unless you get into the water!!!

FLIPPED LEARNING

The result of the introduction of Flipped Learning by Bergmann and Sams in 2007 has raised the question of the effects of Flipped Learning on student engagement and achievement.

The Definition of Flipped Learning

“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 students as they apply concepts and engage creatively in the subject matter”

(http://flippedlearning.org/domain/46).

Flipped Learning is not “homework at school” and “school work at home” as those opposed to Flipped Learning define the concept.

Technology

What made Flipped Learning model possible was the development of technology.

Technology allows teachers and students to access the internet from virtually anywhere in the world. Computers, IPads, the Smart Phone, and other such devices have put information at our fingertips.

Today, you can find any information you seek on the Internet using such search engines as Google Chrome or Bing.

But, Flipped Learning is not just E-Learning and the use of technology.

FLIPPED LEARNING

Bergmann and Sams (2012) have even indicated that Flipped Learning has existed throughout history, or at the very least for the past 200 years. They have even suggested that Flipped Learning is an extension of the Constructivist ideology of learning by doing.

The Flipped Learning Network provides the following definition of Flipped Learning at the FLN Website referred to as The Four Pillars.

The Four Pillars of F-L-I-P (FLN)

「F」→ FLEXIBLE ENVIRONMENT

1. Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson supporting group work or independent study.

2. They create flexible spaces in which students choose when and where they learn.

3. Furthermore, educators who flip classes have flexible expectations of student timelines for learning & in the assessments of student learning.

「L」→LEARNING CULTURE

1. In the traditional teacher-centered model, the teacher is the primary source of information.

2. Flipped Learning deliberately shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth.

3. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner personally meaningful.

「I」→INTENTIONAL CONTENT

1. Flipped Learning Educators think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency.

2. They determine what they need to teach and what materials students should explore on their own.

3. Educators use Intentional Content to maximize classroom time in order to adopt methods of student centered, active learning strategies, depending on grade level & subject matter.

「P」→ PROFESSIONAL EDUCATOR

1. The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one.

2. During class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing student work.

3. Professional Educators are reflective in their practice, connect with each other to improve instruction, accept constructive criticism, & tolerate controlled chaos.

4. While Professional Educators take on less visibly prominent roles in a classroom, they remain essential to enabling Flipped Learning.

F-L-I-P

1. In a Flipped Learning environment, students view content through videos on the Internet prior to the exercises to reinforce the activities prepared by the teacher for in-class time..

2. In a Flipped Learning environment students can view a video as often as they need to do so in order to understand the content.

3. In a Flipped Learning environment other content oriented activities such as reading, research, and exercises can be assigned for out-of class time.

4. In a Flipped Learning environment using 1know, tests can even be constructed to review the work done outof-class.

5. In a Flipped Learning environment it has been my experience that teacher-student relationships are improved.

6. In a Flipped Learning environment students can use out of class time to review previously studied content. The work on the internet or in 1Know is always available to the student for review purposes.

FLIPPED LEARNING IS NOT A NEW CONCEPT!

However, Flipped Learning is a new design of many established teaching theories.

Week 2

Methodologies used in Flipped Learning

Methodologies used in Flipped Learning

• Group Discussion is a simpler form of Flipped Learning. (Peer Assisted)

• Experimentation in science classes is a more complex form of Flipped Learning. (Problem Based Learning)

• Paired-Reading is another form of Flipped Learning. (Collaborative Learning)

• Mathematics classes have employed the use of student tutoring other students in difficult mathematical concepts. (Peer Tutoring)

• Active learning is “any instruction method that engages students in the learning process.” (Cooperative Learning)

What Are the Advantages of Flipped Learning?

Kathleen Fulton (2012) Suggests 13 benefits

Advantages from Case Studies

1. Students move at their own pace.

2. Activities in-class give the teacher better insight into student difficulties.

3. Teachers can more easily update curriculum.

4. Classroom time is used more creatively.

5. Increased levels of student achievement, interest, and engagement.

6. Learning theories support flipped learning.

7. The use of technology is flexible and appropriate for today’s students.

8. More time for authentic research with students.

9. Students get more time using scientific equipment.

10. Absent students can watch lectures at another time.

11. Flipped Learning promotes thinking in and out of the classroom.

12. Students are more actively involved in the learning process.

13. Students enjoy the method.

What We Know About Flipped Learning

If doing is the secret of learning – telling doesn’t work. well.

Feedback from students is more frequent, and research shows feedback has the strongest effect size of any instructional practice.

Flipped Learning is about how to best use your in-class time with students.

If learning is what is important, students could be allowed to retake tests that they do poorly on to show learning has occurred.

Flipped Learning IS NOT the same as the Flipped Classroom.

For a classroom to be a Flipped Learning environment the

Four Pillars of F-L-I-P must be employed.

Videos allow self-pacing, quizzes, or require students to come to class with questions.

Flipped Learning increases face to face time encouraging the classroom to become laboratories or studios while content is preserved.

• Students have access to multiple teachers’ expertise.

• Classroom time is used more effectively and creatively.

• Teachers learn from one another and have more freedom.

Parents have a window into the classroom.

• Learning theory supports the approach.

• Student achievement is increased.

• Strengthens team-based skills.

• Offers personalized student guidance.

• Flipped Learning is about how to best use your in-class time with students.

A Sample Flipped Class Session Agenda

➛Quiz about on-line lecture or activities: 5 - 10 mins .

➛ Questions (in-class & online) answered: 10 mins .

➛ Break into groups for team-based “work”: 5 mins .

➛ Assign teams a task, such as determining the best model for a marketing research study, and give several choices for models: 5-10 mins .

➛ Facilitate discussion among team members, then ask for a team vote concerning benefit: 15 mins .

➛ Post the results on the classroom screen: 5 mins .

➛ Discuss results, award “prize” (if applicable) to winning team: 5 mins .

➛ Assign reading/homework: 5 mins .

Flipped Classroom Statistics

• A recent study showed 96% of teachers recognizing the term “flipped learning,” an increase from 73% 2 years ago.

• The number of teachers who have flipped a lesson in their classroom increased from 48% in 2012 to 78% in 2014.

• In the FLN survey from June 2012, 95% of respondents taught in middle or high schools; while in 2014, 80% taught in secondary schools, 27% of respondents were in higher education, with 15% in grades K-5.

• Almost 5% of teachers said they have flipped their special education classrooms.

• While teachers indicated they continue to flip their science (38%), math (33%), English/language arts (23%) classes, we are seeing more teachers flip their social studies (18%), technology and computer sciences (17%) & world languages (7%) classes.

• But even art and music (5%) & physical education (2.5%) teachers are flipping their classes.

• And over 11% of teachers are receiving their professional development via flipped learning.

• Eight out of ten respondents have been flipping their classrooms for less than 2 years, with 18% practicing formore than 3 years.

• However, we see the most experienced educators adopting flipped learning with 87% having 6 or moreyears of teaching experience, virtually unchanged from 2 years ago.

• Almost half of this year’s respondents (42%) have been teaching

• for 16 or more years -- the myth about “older” teachers being out of the technology mainstream doesn’t hold up in a flipped classroom!

• Nine out of ten flipped teachers indicated that student engagement improved with Flipped Learning.

• In 2012, the FLN survey found an 80% increase in student engagement and the 2012 Sophia survey showed an 85% increase.

Tools for Website Creation:

Tools used :

Worldpress

DRUPAL

LeDs on : Wordpress tool

First registered on Wordpress then login and create website using website theme which are freely available on wordpress.

LeDs on Basic Customisation in Wordpress : can customize our website with the look and layout we want

LeDs Adding Content in Wordpress : add simple content like web pages in our website

LeDs Create menu :Create Menu different menu

LeDs Adding Content in menu tab : After creating menu we can add content in it

LeDs Managing Content : We have seen how to manage various contents such as blogs, pages, comments in Wordpress site

Learning Experience Interaction: Web presence in classroom can be possible with the help of Interactive Smart Boards.Concept of Google Classroom will be the best alternative.

Activity Completed

Completed all the activities as per the checklist.

Completed the Graded activities on time.

Created personal Website in Wordpress.

Week 3Question to Ask Before Flipping

These modified question come from Cockrum (2014) who suggests asking them before flipping a classroom.

1. Why you are flipping?

2. What about flipping interests you?

3. What roadblocks might you encounter?

4. Is the extra work worth the benefits?

5. How will technology improve the class?

6. Where will your inspiration come from?

Books in Print

Questions Before You Flip

• Troy Cockrum, in the book Flipping Your English Class suggests that teachers ask themselves the following six questions before flipping.

1. “Before you flip, it is imperative to analyze why you are flipping.”2. “What about flipping is most interesting to you?3. “Is the extra work worth the potential benefits to your class?”4. “What roadblocks might you encounter in your journey to flip?”5. “Where can you see the addition of technology improving your classroom?6. “Where can you find inspiration to take the next step?”

Learning Management Systems (LMS) called MOODLE

In this week, we have learned about one of the Learning Management Systems (LMS) called MOODLE.

It is an open source and freely available to download. We can add course contents, quizzes etc. in an add activity or resource.

It facilitates discussion forum for discussion and arriving conclusion on some important topics.

Exploring Moodle

Used the student interaction as well as faculty.• Explored as a student’s• Explored as faculty

Learning Experience Interaction

We have followed the Digital Literacy Course Activity and specially Forum Netiquette.

Editing section in a course

By using turn editing section on us can update and edit our course content, quizzes.

Adding Resources in MOODLE

I understand how to add course materials like lecturer notes, link, and assignment in course page as different study recourses for students.Creating Assignments in MOODLE

The video had illustrated about how to create an assignment in MOODLE. We can set assignment submission time limits and also can set submission type i.e. file or other forms. We can allow group submission. We can review and have grades for submissions we can have grade for that.

Discussion Forum in MOODLE

In this content we can see one example of setting up learner-learner interactions that is discussion forum. Prof. Bhandarkar has explained this.

Creating Quizzes in MOODLE

We can create the quiz with very interesting settings like random questions, different types of questions, Quiz over specific time period. This section facilitates the teacher to evaluate their students.

Activity Completed

Attended A-VIEW interaction.

Completed the Graded activities on time.

I have created a Moodle Website and added a course Intelligent System in GNOMIO.

Week 4

FLIPPED CLASSROOM ACTIVITY DESIGN

Out-of-class Activity Design

Learning Objective(s) of Out-of-Class Activity

At the end of watching this video, students should be able to

Key Concept(s) to be covered

Mapping Concept to Video Source

Aligning Assessment with Learning Objective

In-class Activity Design

Learning Objective(s) of In - Class Activity

Key Concept(s) to be covered

Active Learning activity that you plan to do - Think-Pair-Share activity

What teacher and students will do?

TPS Strategy – What Instructor does

Share (~10 minutes)

Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and how to solve given programs output of given programs applications, like Multiplexer.

In the next iteration of TPS, in the Think Phase we ask students to think and find out which output is correct in given outputs

In the pair phase we ask students to compare the answers.

In the share phase again the different answers are sought.

Active Learning activity (ies) that I plan to do

Real world problem solving using.

Think-Pair-Share

Concept clarification using.

Peer Instruction

Peer Instruction Strategy – What Student Does

For each question they will first vote individually.

Then they will discuss with peers and come to consensus.

Listen to instructors explanation.

Pair (~10 minutes)

Instruction: Now pair up and compare your answers. Agree on one final answer.

While students are pairing and discussing, instructor goes to 2~3 sections to see

what they are doing.

Share (~10 minutes)

Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and how to solve given programs output of given programs applications, like Multiplexer.

In the next iteration of TPS, in the Think Phase we ask students to think and find out which output is correct in given outputs

In the pair phase we ask students to compare the answers.

In the share phase again the different answers are sought.

In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking.

There is also feedback provided (either through peer discussion or instructor summary

Example :

Learning Objective(s) of Out-of-Class Activity

At the end of watching the videos student should be able to

Explain what data structures are and understand it (Understand Level)

Identify algorithms for minimum spanning tree (Apply Level)

Demonstrate the usage of prims and kruskals algorithm.(Understand Level)

Implement the algorithms using C language.(Apply Level)

In-Class segment contain activities like

Students are required to talk, write, reflect and express their thinking.

Engage students in higher-order thinking (Analyze-Evaluate-Create).

Students comprehensive level is increased.

Students are analyzing problem for designing algorithms

Creating your own Video Recourses

In this week we learned video resources using a methodology known as "Screencasting" or "Screen Recording". In the first two learning dialogues, Prof. Kannan Moudgalya is explained about spoken tutorial project at IIT Bombay. we had an screencasting activity based on website creation in WordPress".Also introduced the idea of "Learning Dashboards" a semi-automatic way of creating visualizations about your engagement with the course.

The first resource creation assignment of the FDP is released in this week, where we created a test course using MOODLE. This assignment is then peer reviewed.

Further we had the mentor-mentee grouping in IITBombayX and now all mentors and mentees have a single discussion forum where we can discuss the various aspects of the course and activities in it.

Activity Completed

Created own video lecture on “How to create website using wordpress”

Uploaded same video on youtube & posted link of video in discussion forum.

Solved all quiz successfully

Week 5

Putting it all together

In this week we have created a course journal on activities performed during past four weeks. This week consists of:

Learning Extension Resources - Creative Commons Licenses and Open Source Tools for Smart Classrooms

Learning Dialogue - Summarizing what you learnt in this FDP till now

Learning Experience Interaction - Discussion on technology that you can integrate in the classroom and its challenges

Activity Completed

1. Completed quiz successfully2. Completed Summative Assessment3. Completed Resource Creation Assignments