1. 3 Most Likely Areas to Incorporate in the Classroom
Christina Pelletier
EDMS 6474
Columbus State University

2. 3 Most Likely Areas to Incorporate in the Classroom
Flipped Classroom Model
Online Audio and Video Strategies
Web-Based Lessons

3. Flipped Classroom Model
Model where the “typical lecture and homework elements of a course are reversed” (EDUCAUSE, 2012).
Students do activities such as lectures and/or demonstrations at home and then in class they use hands-on methods to apply what they learned from their preclass activities.
In order for flipped classrooms to be successful, flipped learning activities must have four features known as the “four pillars of F-L-I-P”.
(Roblyer, 2016)

4. Flipped Classroom Model
4 Pillars of F-L-I-P
Flexible learning environments- Learning environment will be “chaotic and noisy”. Teachers allow flexibility in learning and measure progress in ways that are most meaningful for them and the students.
Learning culture shift- Classroom method must transition from objectivist principles to constructivist principles.
Intentional content- Content must continually be analyzed for what should be classroom activities as opposed to preclass activities.
Professional educators- Educators must be reflective and collaborative and be able to accept criticism to improve their practice.
(Roblyer, 2016)

5. Online Audio & Video Strategies
Podcast- Digitalized audio and video files that can be shared over the Internet for playback on the computer or personal media devices.
Used in online and blended courses (i.e. flipped classrooms)
One can be filmed completing the steps for activities
Beneficial to students with special needs
(Roblyer, 2016)

6. Online Audio & Video Strategies
Student-created presentations- Students can create videos illustrating real-life examples or make documentaries.
Audio/Video classroom discussions- Audio or videos can be used to spark discussion or help students analyze their behavior.
Expert lectures and speakers- Prerecorded lectures and speakers are beneficial since they can be used any time. Students are able to review material they missed or revisit recorded material.
Video portfolios- Student’s work over time can be created in the form of video for assessment.
Video production instruction- Filmmaking is an excellent way to engage students in their learning and skill development.
(Roblyer, 2016)

7. Online Audio & Video Strategies
Video decision-making/problem-solving simulations- Videos are used to depict problem scenarios and students are able to review information in the videos while creating solutions to the problems.
Documentation of school activities- Students are able to gain experience with media opportunities when filming activities throughout the school year.
Visual literacy instruction- “Through creating and/or analyzing information in video format, students learn how people can use visual images to communicate biases and make persuasive arguments in advertisements and news stories” (pg. 218).
(Roblyer, 2016)

8. Web-Based Lessons 3 categories of online learning activities:
Interpersonal exchanges- Students communicating with one another or educators through technology
Information collection and analysis- Using information collections that provide data and information on request
Problem solving- Student-oriented and cooperative problem-solving projects
(Roblyer, 2016)

9. Types of Web-Based Lessons (Roblyer, 2016, pg. 220)
Electronic pen pals
Links students from at a distance to exchange information
Electronic Mentoring
Links students with experts to answer questions and support learning
Virtual Field Trips
Visit sites to view people and resources not locally available
Electronic Publishing
Share written and artistic products on websites
Group Product Development
Work on written or artistic products with students at different sites
Problem-Based Learning
Explore topics, obtain and analyze data, or participate in simulated problem solving with other students
Social Action Projects
Discuss and create solutions for social or environmental problems with other students

10. Web-Based Lessons
Support for student research- When students write for distance audiences they are motivated to write more and do their best writing.
Practice for information literacy skills- Web resources help improve students’ digital literacy skills.
Visual learning problems and solutions- The real-world resources available online can help students better understand complex problems and visualize possible solutions.
Development of collaboration skills- Students learn how to work together through web-based projects.
Multicultural immersion- Students broaden their perspectives on their own culture and other cultures through web-based activities
(Roblyer, 2016)

11. References
Roblyer, M.D. (2016). Integrating Educational Technology into Teaching (7th ed.). Upper Saddle River, NJ: Pearson Education
EDUCAUSE. (2012). 7 Things You Should Know About… Flipped Classrooms. Retrieved from:
eli7081.pdf