Source: elearning Infographics
Search Results For "flipped classroom"
It doesn’t take much encouragement for me to share my passion for using YouTube to enhance the learning environment. In the Using video/media to engage students in the classroom workshop at School of Health Sciences at British Columbia Institute of Technology (BCIT) in June 2015 we explored using YouTube and other media to enhance the face2face, flipped, hybrid or blended and fully online settings.
The following are all the Youtube clips and related links used in the workshop:
YouTube in the Learning environment slide deck in PDF – YouTube-Learning environment.pdf
How to instructions:
Introduce a concept
Start at 4:00 minute
Introduce a context & bridge into the subject
Start at 15:01
Introduce the Big Hairy Audacious Goal (BHAG) for an online course
Introduce yourself and make a connection with students
Humor & comic relief
Introduce the main point of an argument
Introduce the main point of an argument – Bonus
Definition and Explanation
Explore Controversy
Flipped classroom assignment
Link to Visible Learning assignment page
Perhaps one of the best talks on learning & education – My favourite TED Talk
This just one of many TED talks that I recommend. If you go to TED.com and filter by “Most viewed” you will see Ken Robinson’s talks as well as Simon Sinek’s talk about Why and many more amazing talks.
My blog post The Power of Media in informal learning offers the insights that I have found in using media to help my two sons in their pursuit of becoming professional downhill racers.
Finally, to easily download video clips from youtube and embed them into your Powerpoint or Keynote programs (educational acceptable copyright permitting–check with your department or library) you can use the site clipconverter.cc
Enjoy!
We want to remind everyone that the asynchronous sessions are where you create that full lesson, tutorial, DIY, simulation or have your learners engage in course content at a time that they control. Many people find that using the asynchronous before the synchronous session is a great way to use blended learning or flipped classroom format so you need to decide what you would like to do. If you think about what we asked you to do prior to our first meeting you will note that we pointed you to the asynchronous resources in the Getting started module. We want you to explore and experiment and take this opportunity to explore how to build learning resources that your learner can use at a time and place of their choosing.
The start of a new year or new decade often brings prognostications and assessments of earlier predictions that may or may not have come to pass. I have been working in and around educational technology (Ed-Tech) for over three decades now, so Audrey Watters post The 100 Worst Ed-Tech Debacles of the Decade gave me the opportunity to think back on the past ten years and consider whether or not I fell prey any of the empty promises that are unfortunately a big part of the Ed-Tech world. Even though I often refer to myself as a delusional optimist when it comes to Ed-Tech I have learned to temper my optimism and be a realist. Watters confirmed many of my skepticisms in her post.
As I read through the piece I thought of many more Ed-Tech debacles that I would have included. The following list is a subset of Watters’s full list and it represents many of the skeptical thoughts I had when these issues originally came to light. Unfortunately, some of these debacles are ongoing and I predict that they may be included in Watter’s list in another decade—why does it take us so long to learn.
Regardless, the following list is what stood out to me and the following quote from the post is intended to provide a summary perspective. I encourage you to review the whole list and make your own summary.
96. Ning “…So many lessons here about controlling your own data and not relying on free ed-tech products.”
92. “The Flipped Classroom” “…the whole “flipped classroom” model is based on the practice of homework — a practice that is dubious at best and onerous at worst? As education author Alfie Kohn has long argued, homework represents a “second shift” for students, and there’s mixed evidence they get much out of it.”
90. “Ban Laptops” Op-Eds “…A “ban laptops” op-ed may be the greatest piece of ed-tech clickbait ever devised.”
89. Clickers “…The greatest trick the ed-tech devil ever played was convincing people that clicking was “active learning.”
86. Badges – “…Despite predictions that badges would be the “new credential” and that we were looking at a “Future Full of Badges,” it’s not clear that digital badges have provided us with a really meaningful way to assess skills or expertise.”
82. “The End of Library” Stories “…Libraries haven’t gone away — they’re still frequently visited, despite dramatic drops in public funding. More and more public libraries have started eliminating fines too because libraries, unlike Techcrunch writers, do care to alleviate inequality.”
69. Unbundling …They want the bundle. They don’t want “content loops.” They aren’t shopping for “content pathways.” They want to choose a school. They want a degree.”
57. Turnitin “…Rather than trusting students, rather than re-evaluating what assignments and assessments look like, schools have invested heavily in any number of technology “solutions” to cheating — keystroke locking, facial recognition, video monitoring, and the like, all designed to identify students with “low integrity.”
56. Brain Training “…another study published that same year in Neuropsychology Review found that most brain training programs had no peer-reviewed evidence demonstrating their efficacy.”
55. Montessori 2.0 “…I’d wager if you ask most Americans to describe “progressive education,” they’d cite one of two names in doing so: John Dewey and Maria Montessori. They’ve likely not read any Dewey — just see the phrases attributed to him on PowerPoint presentations and on edu-celebrity Twitter. And they know little about Montessori either, other than it’s a kind of preschool where kids play with wooden blocks. So not surprisingly, as tech executives sought to open their own, private schools, they have turned to a largely imagined legacy of progressive education, often referring to their experiments as “Montessori 2.0”
53. TED Talks “…very exploitation and inequality that the TED Talks promise, with their 18-minute-long sleight-of-hand, to disrupt.”
50. One Laptop Per Child (OLPC) “… a controlled study in Peru published in 2012 found no evidence that the OLPC tablets increased children’s math or language learning.”
48. The Hour of Code “…whether an hour of code or a “genius hour” — is hardly a sufficient commitment to changing education or, for that matter, to changing industry.”
44. YouTube, the New “Educational TV” “…Parents have long been criticized for letting television “raise their children,” But YouTube now means a much stranger and potentially more dangerous, data-driven viewing experience.”
38. Coding Bootcamps “…Google’s director of education echoed this sentiment: “Our experience has found that most graduates from these programs are not quite prepared for software engineering roles at Google without additional training or previous programming roles in the industry.”
36. “Personalized Learning” Software (and Facebook and Summit Public Schools) “…According to data obtained by Chalkbeat, “Since the platform was made available, 18% of schools using it in a given year had quit using it a year later.“
22. Automated Essay Grading “…Automated essay grading software can be fooled with gibberish, as MIT’s Les Perelman has shown again and again. ”
10. Google for Education “…Chromebooks now make up 60% of all laptops and tablets sold to K-12 schools, up from 5% in 2012….“It’s a private company very creatively using public resources — in this instance, teachers’ time and expertise — to build new markets at low cost,”
8. LAUSD’s iPad Initiative “…In 2013, the Los Angeles Unified School District awarded a $30 million contract for Apple, paving the way (supposedly) for an ambitious $1.3 billion plan to give every student in the district an iPad…In 2015, the school board voted on a $6.5 million settlement with Apple over the project. ”
7. ClassDojo and the New Behaviorism “…ClassDojo and other types of behavior management products claim that they help develop “correct behavior” and “right mindsets.” But what exactly does “correct behavior” entail? And what does it mean if schools entrust this definition to for-profit companies and their version of psychological expertise?”
6. “Everyone Should Learn to Code” “…Over and over and over this past decade, we were told that “everyone should learn to code.” We were told there is a massive “skills gap”: too few people have studied science, technology, engineering, or math; and employers cannot find enough skilled workers to fill jobs in those fields…But it’s a powerful myth, and one that isn’t terribly new, dating back at least to the launch of the Sputnik satellite in 1957 and subsequent hand-wringing over the Soviets’ technological capabilities and technical education as compared to the US system. ”
4. “The Year of the MOOC” “…The MOOC revolution simply wasn’t.”
A Comparison of the CSLE and the Traditional Teacher Centered Approach
| Components | CSLE | Traditional Approach |
| Student’s role | The learner’s needs are the starting point. The learner is not only an active participant in the learning process; they are required to take control and ownership of their learning and work toward making meaningful connections. | Teachers start with the curriculum and determine what content that the student will be required to demonstrate that they have covered. The student’s responsibility is to regurgitate information and show that they are able to replicate assignment examples and processes. |
| Instructor’s role | The instructor functions as a presenter, facilitator, coach, and mentor and iresponsiblety for creating the significant learning environment that promotes learning. They are required to provide the guided discovery, scaffolding, and conceptual framework mapping to facilitate learning. | The teacher is the presenter of curriculum and content. The teacher will also demonstrate required procedures, process and standards and confirm that students can replicate those requirements. The teacher also functions as the gatekeeper of advancement through the use of standardized testing. |
| Social Networking | Humans are social beings and being part of, contributing to, and interacting with community and culture is a central part of the learning process. Social networking is leveraged to promote communication and collaboration | Teachers and schools system restrict students from using social networking in class and some settings require that phones and other connective and collaborative tools are turned off or are even confiscated. |
| Instructional delivery formats | To take advantage of our ubiquitous access and social networking and to respond to the learner’s needs, our learning delivery can be mobile, online, blended, and even when face2face, must be digitally enhanced. | Teachers primarily use the lecture to deliver content. The move toward the flipped classroom is generally a move to putting the lecture online and use the internet for content delivery. The delivery of content is the primary focus of instruction. |
| Instructional Design | Starts with the end in mind and focuses on how a course or program will change learners lives, how it makes them a better member of society, and contribute to solving a particular problem or “real world” need. Rather than be bound to a single theory or approach, learning theories and approaches can be interchanged. The key is that we design an environment that is learner-centered, engaging, motivational, contextual, experiential, and authentic. | Standardized tests, state standards, and district curriculum determine the instructional design. The priority is being able to demonstrate that content has been successfully delivered and that students are able to satisfactory complete standardized tests. Instructional design approaches that promote the decimation and regurgitation of information are used. The results are a teacher centered, passive, demotivating environment that lacks context and connection with the “real world” |
| Assessment & Evaluation | The focus is on feedback, mastery of knowledge, authentic learning, critical analysis and creative thinking which help the learner make meaningful connections | Summative assessments including tests, quizzes, standardized writing, and testing are used to show that the learner is able to replicate information and meet standards |
| Academic quality & standards | Future focus of preparing our learner to learn how to learn and how to adapt to opportunities and challenges that don’t even exist. | State standards, standardized testing, and college entrance requirements are the primary measure of quality and standards. |
| Technology & support | The focus is on using technology to help you do want you want and need to do. Learning technologies are just tools that we use to enhance and empower learning. The best technology empowers creation and ultimately disappears. | Technology is used for management and control of the delivery of content. Successful technology implementation means that the students has the technology and it is generally used to replace or enhance traditional information delivery and retrieval strategies. |
Whether we are purposeful in its design or we just allow the circumstances to dictate its development, educators at all levels are providing some form of a learning environment. Rather than allow the environment to come together on its own and respond reactively to the learning dynamics that arise, we suggest that educators become proactive and create significant learning environments. If we start with a student-centered approach and purposefully assemble all the key components of effective learning into a significant learning environment, we can help our students to learn how to learn and grow into the people we all hope they will become.
The key to the CSLE is that it starts with the learner and focuses on their unique needs by giving the learner choice, ownership, and voice through authentic learning opportunities. The role of the teacher is diverse and spans a minimum of four different responsibilities ranging decreasing degrees of control from presenter to mentor (Priest, 2016). The benefits of the COVA approach are fully realized through the proactive implementation of CSLE. The purposeful and holistic design requirements of the COVA and CSLE approach require that teachers look beyond the temptation to use a mobile device or other technology tools as a quick fix and focus on how the learning environment can be structured and how the learner can use the technology to further the ownership of their learning.
In contrast, the traditional approach is simply an information delivery model of instruction that is best managed with a high degree of teacher control. Since it is relatively simple to determine to what extent the information has been delivered successfully through quizzes and standardized testing, the traditional approach tends to use technology to control and manage the delivery of content. Paper-based worksheets and tests are replaced with digital worksheets and tests which confirm the claim of November’s (2013) one thousand dollar pencil.
References
November, A. (2013). Who owns the learning? Bloomington, IN: Solution Tree Press
Priest, S. (2016). Learning & teaching [Web log post]. Retrieved from http://simonpriest.altervista.org/LT.html#ES
Links to all the CSLE+COVA vs Traditional table comparisons:
CSLE vs Traditional
COVA vs Traditional
CSLE+COVA Mindset vs Traditional
Links to the all the components of the CSLE+COVA framework:
Change in Focus
Why CSLE+COVA
CSLE
COVA
CSLE+COVA vs Traditional
Digital Learning & Leading
Research
