News for "Flipped Classrooms"
From an Article by Lee Gardner, Chronicle of Higher Education, October 7, 2013.
To read the entire article, go to: http://chronicle.com/article/Colleges-Adapt-Slowly-to/141881/
PENZU is a web-based tool for journaling. There is a free version of it that is pretty functional and a cheap PRO version that is more full featured. Both versions allow sending journal entries via email (e.g., for handing in a class setting).
One of the key startup activities in building an effective flipped classroom is thinking through how collaborative groups should be constructed. The CATME project at Purdue has done a great amount of that creative thinking and has developed an automated tool to help ease the process of team formation. While no automated tool is likely to cover all the factors that turn out to be important in a given situation, there is a fair amount of flexibility that a user of CATME can use to tailor the criteria for group formation.
A critical function for most flipped classrooms is some organized and principled way for each member within a collaborative team to be evaluated with respect to group contribution and etc. One set of methods to accomplish this is peer-evalaution methodology. SPARK PLUS is one approach.
Flipped Classroom Talk: A Holistic Approach to Electrical Engineering Based on the Flipped Classroom Approach, Dimitri Peroulis (Purdue)
Date: October 10, 2012 at 8:45 a.m. (free breakfast at 8:30 a.m.)
Location: 4^th floor of the Main Library
Presenter: */Chris Kobus, Oakland University/*
Presentation: *Utilizing Motion Pictures to Optimize Flipped Class Student Learning*
Student comprehension and retention of difficult material has been a challenge going back to the founding of the Academy. There is a recognized need for going beyond the classroom today with both the challenge of decreasing average student performance (especially in STEM fields) and the advent of technological tools available to instructors. To that end, I will discuss the advantages of a flipped class to a traditional setting, why online or partly online education is heralding in an educational revolution, and the engagement of different areas of students’ brains to stimulate comprehension. In particular, involving the part of the brain that is engaged in pleasure, such as watching a part of an interesting motion picture, and centering lectures, homework and projects around movie clips can increase the engagement of students to what might otherwise be ‘boring’ material (at least to students).
Examples of how this can be done in both a lecture format and a student-centered format will be presented and discussed. Issues such as copyright infringement, what we as instructors can and cannot do, will also be covered.
If you want to learn more about the flipped method check out our LearnDAT video: http://youtu.be/Ui8LuxbFYyY
And make sure to join the active conversation already happening on our Facebook http://www.facebook.com/LearnDAT page and through Twitter http://twitter.com/MSUlearnDAT.
For more announcements please visit our LearnDAT blog: http://learndat.tech.msu.edu/blog
Great ways to learn about upcoming events happening in the Teaching and Learning community at MSU!
Keesa V. Muhammad
eProducer:: IT Services
Teaching and Learning (formally Virtual University Design and Technology
Michigan State University <http://www.msu.edu/>
287 Delta Court (Wills House)
East Lansing, MI 48824
But the flipped classroom puts teeth in the idea by not going over material the students have studied out of class, expect to deal with common problems of misconceptions. That has teeth because if a student comes unprepared (without doing the outside work) then they will over time take flake from other students in their work team. The peer pressure to come prepared is a key ingredient that makes flipped classrooms work.
The "new" version of this old idea is two fold: the medium the students use to get the material to study before class and the technology in the classroom to support collaborative group work during class. The medium used to be simply textbooks and readings. That has expended not to include options like web delivered movies or electronic textbooks. The more important technology in the classroom is quite simply tables around which teams can work and chairs that are not nailed down to the floor. The ability to reconfigure is critical so movable chairs and tables that can be reconfigured to support work groups of differing sizes is key. Although its very hard to do serious collaborative work in a fixed seating arrangement. Imagine yourself in a work group where you were were sitting in an auditorium... it would be difficult... not impossible... but difficult.
The range of options for technology supporting the collaborative work teams essential to the flipped classroom approach is larger. A starting, and one of the oldest explorations, is the SCALE UP classrooms pioneered at NC State. http://scaleup.ncsu.edu
More locally, MSU has not started to develop high tech classrooms that are very supportive of the flipped classroom path. http://tech.msu.edu/classroom-technology/real.php
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