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How to design a scalable flipped classroom A/Professor Carl Reidsema Dr Abelardo Pardo.

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Presentation on theme: "How to design a scalable flipped classroom A/Professor Carl Reidsema Dr Abelardo Pardo."— Presentation transcript:

1 How to design a scalable flipped classroom A/Professor Carl Reidsema Dr Abelardo Pardo

2 Workshop Outline 1 st hour - Whole Systems Design Break (30 mins) 2 nd hour - Implementation Issues

3 Opening the conversation … Your thoughts + Our experiences + Context considerations = Next steps/ further conversations

4 A definition – perhaps too tight? The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Centre for Teaching/TEDI).

5 Question Why would YOU want to deploy a Flipped Classroom? Correct misconceptions Increase conceptual depth Integrate depth with breadth Improve on-campus engagement in learning Reallocation of staff to high value tasks? Taking advantage of online learning resources

6 Why?

7 Roles and expectations: – Students MUST take responsibility: Ownership of learning – Teachers MUST take facilitation roles And there’s a narrative that evolves out of this – a shared meaning/ relevance Paradigm changes

8 Questions What are the implications of: 1.Changing expectations of students 2.Changing roles of staff 3.Building on the online resources in class a.Concept exploration b.Demonstration/ Application c.Meaning making

9 CURRICULUM Course Content Activities Assessment Communication CONTEXT CURRICULUM Course Learning Objectives FLIP DRIVERS: Institution/ Management Academics/ Students Industry Technology Global trends DRIVERS: Institution/ Management Academics/ Students Industry Technology Global trends EVALUATION NARRATIVE People-Spaces-Tools 1.Learning Outcomes 2.Shared understanding 3.Ownership of learning Flipped Classroom Design Considerations Design Measure

10 Red Hat Conversation Do you feel daunted/ pressured/ excited at the prospect of flipping your classroom?

11 Workshop Approach to Engage Staff

12 So who did the pre-work? It takes more time than you think. Use other people’s stuff. Expect push-back from students. Keep your options open. Have a plan for your extra class time – that’s the point! John Sowash:

13 Key Aspects from the Podcasts

14 Aspects to apply to your context

15 Key Aspects Upfront planning/design takes time and thought Complex systems approach Ownership of Learning Importance of Context Importance of Narrative Putting content online is only a small part

16 Institutional Context The institutional factors affecting the way that the course is implemented: type of institution; institutional values; and Reputation Course Design/ Delivery The topic focus, resources, and, technology used How content is delivered (read/ watch – discuss/ create – explore/ evaluate) Learner granularity (individual, group, team) Instructor Characteristics The experience and attitudes of the instructor Student Characteristics Experiences, expectations and attitudes of the students Cohort size and diversity Level of prior knowledge Community Expectations The expectations of evaluators: accrediting bodies, industry, funding bodies etc. Learning Objectives What changes in student knowledge and skills are expected Instructor Motivation The support and rewards available to the instructor Level of ownership Student Motivation The kinds and levels of effort and interest that students put into the course Rewards for doing well Curriculum Context Factors affecting the status, purpose and perceptions of the course within its program context Assessment Nature and weightings of assessment tasks, and the nature of the criteria (recall – synthesise – create) Teacher Behaviours Teacher decisions, attitudes, and interactions (sage on stage – guide on side – co-traveller) Student support – tutors, response etc. Student Behaviours The nature and amount of student participation in the course including how much they focus on topics, processes, and products Let’s map your context (10 mins)

17 Institutional Context Public funded/research intensive Ranked 2 nd (Australia) and in the top 100 internationally 100 years old Recent edX member 1200 students enrolled annually in engineering Teaching Focused (TF) academic program Strong but informal SOTL strength in engineering and science Course Design/ Delivery Engineering Modelling and Problem Solving through authentic team based major design/build projects Flipped Class mode with engineering materials concepts delivered through online videos Entirely active learning/no lectures Balanced individual/team learning Instructor Characteristics Professorial leadership with extensive industry experience Award winning TF academics Learner/student focused Change agents Project leaders and tutors carefully selected – enthusiasm, desire to work with first years, ability to challenge students Teaching team ~40 Student Characteristics 100% transfer from ENGG1100 with similar demographics Multiple engineering disciplines Mix of engineering statics, thermo, electrical fundamentals Mix of 1 st year maths ability Improved social networks Improved conceptions of degree major Community Expectations Engineers Australia (EA) Emphasis on theory-practice, critical thinking, engineering ability Grow Industry funding through student project sponsorship (Boeing, ABB, Barnes Foundation etc.); Learning Objectives Appreciation of mathematical/virtual/physical modelling Application of engineering materials behaviour in design Demonstrated ownership of learning Reflective writing for design thinking and planning Effective team skills Use of design process Instructor Motivation Largely intrinsic rewards for degree of effort High probability of promotion through change leadership Opportunity to engage in research around design learning and transformational change High degree of ownership but significant teaching team autonomy Student Motivation Still predominantly strategic learners Strong desire for authentic learning and experiences Seeking relevance Developing levels of ownership and identity Critical team players Curriculum Context Course Evaluation results EA commendation Academic conceptions of technical rigour Industry recognition National awards received Balance research intensive image with real world authentic learning Assessment Varied assessment types Online MCQ/written reflections Team design reports Structured activity templates Demonstration of final designed product performance Team peer review Teacher Behaviours E mphasis on teaching as facilitation and coaching Emphasis on experiential learning Extensive use of PG/UG tutors Extensive use of Facebook/ /LMS communication modes Strong emphasis on developing student’s agency Student Behaviours Predominantly strongly motivated Mixed cohort of epistemological developmental levels (3-4 Perry) Accepting of challenges Struggle with teaching vs learning High degree of participation ENGG1200 – Engineering Modelling and Problem Solving– Semester 2, Year 1

18 Black Hat Conversation What are the immediate obstacles? What are the long-term problems? Write on sticky notes and then categorise (make new category if necessary): 5 mins

19 Let’s take a break

20 Sustainable FC Implementation Spaces People Technology Gradual Strategy

21 Sustainable FC Implementation People

22 People - Students Take ownership of their learning Clearly informed of expectations Additional scaffolding required Detailed feedback on progress

23 People - Instructors Institutional support to active learning Clear vision of how to deploy FC Transition from traditional lectures Suggest gradual approach Promote best practices (projects, grants)

24 People - Instructors Anticipate obstacles More time Useful? Not an improvement

25 Empower people Vision Experts Project leaders E-Learning People

26 People - Instructors Student - driven

27 People - Instructors Learning by doing

28 People - Others Admin support Tech support Professional development team

29 What is the #1 action for your “people”?

30 Spaces

31 Spaces to prepare

32 Spaces to interact

33 Be creative: Find spaces

34

35 Spaces to interact

36 Outdoors?

37 Old spaces, new activities

38 What is the #1 action regarding spaces?

39 Sustainable FC Implementation Technology

40 Use technology To bind together …

41 … for content …

42 tutorial-videos-and-screencasting/25038

43 communication

44 Createams – purposeful team selection WebPA – peer assessment Teamwork in Action – team training ALL LINKED TO BLACKBOARD – our institutional LMS and management.

45 What is the #1 technological action?

46 CURRICULUM Course Content Activities Assessment Communication CONTEXT CURRICULUM Course Learning Objectives FLIP DRIVERS: Institution/ Management Academics/ Students Industry Technology Global trends DRIVERS: Institution/ Management Academics/ Students Industry Technology Global trends EVALUATION NARRATIVE People-Spaces-Tools 1.Learning Outcomes 2.Shared understanding 3.Ownership of learning So returning to … Design Measure

47 Yellow Hat Conversation Where to next? What are the opportunities? How will this all get done?

48 Thank you!

49 Concept Mapping of Engineering Materials – What students need to know – What students need to do (to demonstrate attainment) Example: Designing a new course

50 Example: a template session Start with learning outcomes …

51 Example: a practical session

52 Example: Owning Learning through reflection R1: What are your goals? R2: Project Management R3: Check your theory R4: Modelling R5: Goal Check

53 Example – University of Sydney

54 Sessions with Previous and in-class activities Clear statement of that is needed

55 Videos to support activities Videos to support activities

56 MCQ to guarantee engagement

57 Report engagement to staff


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