VOLUME 5 ISSUE 3
FALL 2014
Flip Your Classroom! Why, What and How? Some Flipping Data
IN THIS ISSUE Some 1 Flipping Data I Flip Because I Click
2
CanFlip14 Conference
2
Learning Beyond Instruction
3
Resources: The Flipped Classroom
3
The Flipped Classroom [An article summary]
4
Library’s Curriculum Builder for Moodle
4
Experiencing the Flip
5
Welcome to ILT Program Administrator
5
Just why should I flip my class and who is telling me to do it? I have gathered some data from a couple of sources to help answer those questions. Let’s start with why. Why? Higher marks. A collection of researchers from George Mason University, Pearson (publishers of educational material and texts), and the Flipped Learning Network (FLN) has found that flipping the class can have stunning results—especially in higher education (Flipped learning can flip results in higher education, 2014). The Georgia Institute of Technology flipped its Human-Computer Interaction course and found that the class average went from 79.9% to 88.2% (more than 10% increase). When UBC flipped one section of its Introduction to Modern Physics, the flipped class scored 87% on the Quantum Mechanics Concept Survey compared to 67% in the “unflipped” sections (20% difference). Here’s more results from the same study: Missouri University of Science and Technology (Chemistry)- Grades increased from 70.9% to 80.4% (>13%). Eastern Gateway Community College –
[T}here was an increase in student participation
Welcome to ILT 5 and attitude toward the material. Students were Program Administrator “generally more satisfied with the new format.” ILT Lunch and Learns
6
passing rates increased from 63.9% to 82.7% (>29%)
By Michael Orwick, Business, Kelowna Campus Who? Take a look. The same article lists many well-known schools using flipped technique such as the University of British Columbia, the University of Memphis, the University of North Carolina, Chapel Hill, Texas A&M University, Capital University, Georgia Institute of Technology and Harvey Mudd College. While not quantified, the article states that there was an increase in students’ participation and attitude toward the material. Students were “generally more satisfied with the new format” (Flipped learning can flip results in higher education, 2014, paragraph5). Increased participation and higher marks? That’s a win/win. Pearson is one of my favourites in providing online content that allows instructors to flip the class (including a “pre- and post-test” for each chapter). Here are some suggestions from Pearson (Pearson, 2013):
the post test.
Start Small: There will be many things to “iron out” over the first term or two. So select one course to flip. Also, flip it slowly. Ease the students away from straight lecture to using the outside sources. Some even encourage students to use the outside sources in class.
Test repeatedly: In order to ensure new learning is building on previous learning (mastery), allow students to assess themselves with frequent quizzes, exercises, or small projects. Not all need to be for recorded marks, but by providing grading, students can assess themselves and instructors can offer corrective advice along the way.
Connect with students: When students are in class, break them into groups to do something. Perhaps answer some end-ofchapter questions or perform an actual task such as creating a SWOT analysis* or using a rational decision-making model). The professor walks around and makes suggestions, answers questions, and corrects understanding. Learn students’ names while you talk with them.
Provide Structure: Be clear on what students are expected to have done before *A SWOT analysis a tool for analyzing an class. For example, before coming to organization. next week’s class, watch this video, take a pre-test, follow the study plan, and take
References: Contacts & Links for ILT
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Flipped learning can flip results in higher education. (2014, August 26). Retrieved from My Course Redesign Community: http://community.pearson.com/courseredesign/general/flipped-learning-can-flip-results-in-higher-education/ Pearson. (2013, September 24). MyLab & Mastering 10 Best Practices. Retrieved from Pearson MyLab: http://www.pearsonmylabandmastering.com/northamerica/mymanagementlab/educators/results/results-library.php?product[] =MyManagementLab&hpd
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INSTITUTE FOR LEARNING AND TEACHING
Fall 2014
page 2
I Flip Because I Click: A One Act Play in 500 Words By Carl Doige, Chemistry, Vernon Campus speakers at the CanFlip14 recommended that instructors make their own videos. That way the lecture material can be tailored to your own style and the specific needs of your students. Bob: But doesn’t it take a long time to make a video? Bob and Sharon are seated around a table with two mugs of coffee. Bob is eager to hear about Sharon’s experience with flipping her first-year science classroom. Bob: So I’ve been hearing all this talk about flipping the classroom, but I am not really sure what this means. Can you fill me in on what actually happens in a flipped classroom? Sharon: Well, it is not surprising that you aren’t so sure what flipping means given that, although there is one main theme, there are many ways that a flipped classroom can be manifested. The main idea is that students are assigned to watch videos
So I’ve been hearing all this talk about flipping the classroom, but I am not really sure what this means. Can you fill me in on what actually happens in a flipped classroom? er questions, etc. In fact, I guess you could say that I flip because I click. That is, a few
Sharon: Yes – I can’t deny that I have had to
years ago I started using clickers in my
devote some time into this. But I don’t have
class to probe student understanding and
to make new videos every year. The other
to promote student engagement. Well, the
thing is that I promised myself not to aim for
students were engaged, but I found it hard-
perfection but rather “good enough.” Some-
er to finish the curriculum. I therefore
times I will make mistakes—but instead of
moved some of the lecture content into
repeating the whole video—I will just edit that
online videos so I had more time for these
part using Camtasia software. Or I will put a
sorts of interactive activities.
note-bubble in the video which says “oops – should have said this instead of that!” Bob: OK, I think I am understanding a bit better—but I think the biggest problem I have is I don’t see the point. Why get students to watch a lecture outside of class, when they could just come to class and see you lecture there?
Bob: But can students actually learn from watching a video? Sharon: The short answer is definitely! I have seen this in assignments and tests. Many students will successfully answer questions which were based exclusively on the content presented in a video lecture. While I don’t have concrete data from my
which present lecture material outside of Sharon: With this question, you have hit on
own classes, the educational literature is
the main reason I (and I assume others) flip
now suggesting that students learn more
the class. We don’t use the class time to
through the combination of online lectures
Sharon: Nowadays there are lecture-type
simply repeat what is in the video lectures.
and interactive classroom exercises as
videos on almost any topic on the internet –
Rather we use class time to involve students
compared to traditional lectures.
like the Khan Academy. But a number of
in problem solving activities, group work, click-
class time. Bob: Where do these videos come from?
CanFlip14 Conference June, 2014
Okanagan College, Kelowna Campus
The theme for the fall issue - Flip Your Classroom! Why, What and How? - was inspired by CanFlip14, which was the flipped classroom conference that was hosted for the third straight June at Okanagan College. Over a 140 participants (30 from Okanagan College) heard 25 educators present at the two-day conference where ideas, innovations, and inspirations using flipped classroom techniques in teaching and learning were shared. “Technological and social change has presented opportunity and reason to examine how best to learn and teach” said one of the conference organizers Graham Johnson.
The idea is uncomfortably simple. Take the normal classroom-homework equation and flip it on its head. From Public Affairs, Okanagan College. http://www.okanagan.bc.ca/Campus_and_Community/employees/publicaffairs/news.html?BlogEntryID=35003 www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Learning Beyond Instruction
By Rosalind Warner, Political Science
Fall 2014
Kelowna/Penticton/Vernon Campuses
While often educators focus on formal
them to the correct answer regardless of their
techniques
teaching and instructional methods as part
individual level of pre-knowledge. (Schwarz &
can be
of their repertoire, increasingly, research is
Neuman, 2010).
applied in a
revealing that what takes place before and
Review of material with immediate feed-
page 3
variety of
after the formal instructional period is crucial back has also been shown to amplify the pow-
disciplines,
to learning outcomes. Three elements of the er of instruction to aid memory and recall.
levels, and
learning process are put into focus when
Leading educator Carl Weiman points to
educational
learning takes place outside of the period of
“active lectures” as one option, where stu-
contexts. For more information, please
direct instruction: pre-learning, discussion,
dents use clickers to solve problems in class.
visit the resources posted here, or view the
and review. With respect to pre-learning, in
(Associated Press & Weiman, 2011).
video posted here. For more information
one study researchers found that students who had completed pre-lecture quizzes per-
Finally, some studies have also shown that student satisfaction with their learning in-
about Team Based Learning (TBL) visit the TBL Collaborative.
formed better on exam questions than those creases when they have greater control over who did not complete a quiz. (Narloch, 2006). What makes this study really striking is that these benefits were enjoyed even when learners had only
When students work towards a common goal, share their ideas and impressions, and use the ideas of others to build on their own knowledge, the positive effects of ‘flipping’ the classroom are multiplied by the power of the team.
been given matching or fill-in-the-blank type
the pace and when they enjoy more autonomy (Fitzelle &
Associated Press and Carl Weiman. (2011).
Trochim, 1996).
“Involve Students, Don’t Lecture at them: Nobel
Flipping the classroom doesn’t need to mean “crowding out”
instruction, just making more space and time
pre-quizzes and were tested using essay and for non-instructional activities which can cemultiple choice questions. Discussion has also been shown to be an
References
ment the process. Flipped classrooms also allow for more differentiated learning that
Laureate” CTV News May 13. http:// www.ctvnews.ca/involve-students-don-t-lectureat-them-nobel-laureate-1.643592 Fitzelle, G. T., & Trochim, W. M. K. (1996). Survey Evaluation of web site instructional technology: Does it increase student learning? Narloch, R., Garbin, C. P., & Turnage, K. D.
effective way for learning to happen. The
builds upon learners’ preferences to construct
(2006). “Benefits of Prelecture Quiz-
famous educator Lev Vygotsky was among
their own pathway to the material. When stu-
zes”. Teaching Of Psychology, 33(2), 109-112.
the first to identify the importance of discus-
dents work towards a common goal, share
sion as a means of supercharging learning.
their ideas and impressions, and use the ide-
Schwarz, B.B. & Neuman, Y. (2010). “Two
More recently, as Schwartz and Neumann
as of others to build on their own knowledge,
Wrongs May Make a Right … If They Argue To-
discovered in a study on team discussions,
the positive effects of “flipping” the classroom
even when learners initially make errors or
are multiplied by the power of the team. Both
gether!” Cognition and Instruction, 18(4), 461– 494.
get things wrong, their discussion often leads team-based learning and flipped classroom
Resources on Flipped Classrooms in ILT Resources LibGuide http://libguides.okanagan.bc.ca/ILT For excellent resources on the flipped classroom go to the Institute for Learning and Teaching Resource LibGuide under the “Flipped Classrooms” tab. Featured Title on the Flipped Classroom Keengwe, J., Onchwari, G., & Oigara, J. N. (Eds.). (2014). Promoting active learning through the flipped classroom model. Hershey, PA: Information Science Reference. LB 1027.23 .P75 2014 "About this book" from OC Voyager Catalogue: "With the integration of technology into education systems, our society has begun to embrace the new approaches we have taken towards transforming traditional learning environments into active learning through questions, collaboration, and discussions. Promoting Active Learning Through the Flipped Classroom Model focuses on an in-depth assessment on strategies and instructional design practices appropriate for the flipped classroom model. Highlighting the benefits, shortcoming, perceptions, and academic results of the flipped classroom model, this book is an essential reference for students, educators, administrators, and researchers interested emerging approach to improving student learning."
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Fall 2014
page 4
The Flipped Classroom: A Survey of Research. (An article summary) By Wendy Wheeler, M.Sc. M.Ed.(Candidate), College Professor, Human Kinetics Diploma, Penticton Campus The Flipped Classroom: A Survey of Research by J.B. Bishop and M.A. Verleger (An article summary)
lished studies report only student perceptions
six web resources for flipped classroom
and used single-group study design methodol-
teachers.
ogy. Student perceptions of the flipped class-
This comprehensive review article defined room were mixed, but generally positive overthe flipped classroom as an “educational
all. Students “preferred live in-person lectures
technique that consists of two parts: interac- to video lectures, but also liked interactive tive group learning activities inside the class- class time more than in-person lectures. room, and direct computer-based individual
Shorter, rather than longer videos were pre-
instruction outside the classroom” (para.
ferred” (para. 31). With minimal data pub-
15). The authors discussed the theoretical
lished on the effects of this method on stu-
shift to student-centred learning and interac- dent performance, the authors identified a tive classroom activities. When the tradition- need for more research involving objective al lecture and demonstration becomes auto- learning outcomes using better experimental mated via technology, the authors highlight
design. “Anecdotal evidence suggests that
the need to take a closer look at what theo-
student learning is improved for the flipped
retical approach is used to engage students
compared to the traditional classroom” (para.
during classroom time: learning styles; peer- 2). The comprehensive bibliography provides assisted, collaborative learning; cooperative
an excellent resource for additional infor-
learning; problem-based learning; or active
mation including 83 published research arti-
learning.
cles, 39 blog posts and news articles, 5 web-
The authors discovered that most pub-
Article Reference: Bishop, J. L., & Verleger, M. A. (2013, June 23-26). The flipped classroom: A survey of research. Paper presented at the American Society for Engineering Education Annual Conference, Atlanta, GA. Retrieved from www.asee.org/file_server/papers/ attachment/file/0003/3259/6219.pdf
This comprehensive review article defined the flipped classroom as an “educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom.”
sites dedicated to the flipped classroom, and
“Curriculum Builder” for Moodle - A Flippingly Great New Tool!
By Roen Janyk, Web Services Librarian
Tired of posting PDF articles and persistent links in Moodle? Worried about copyright? Want to share a reading for tomorrow’s class? The Library’s new Curriculum Builder is an ultra-easy way to create and manage course reading lists, all without leaving your Moodle courses. Easy for you and even more convenient for your students! Curriculum Builder allows instructors to create reading lists from within Moodle. Link directly to resources in OCtopus (the Library’s Search Engine), including articles, e-books, catalogue records, websites, and other digital resources. Easily create links to journal articles, web resources, books, and more! Curriculum Builder is not only convenient for students and instructors alike, it also eliminates confusion related to copyright infringement, and allows the Library to more accurately track the usage of Library materials. How does it work? 1. Add the Curriculum Builder ‘external tool’ and search OCtopus directly from your Moodle course. 2. Click “Add to Reading List” and your selections are saved 3. Annotate reading list items, change item rankings, and add individual links to web pages, etc.Instructions for adding a reading list to Moodle using Curriculum Builder Detailed Curriculum Builder instructions are located on the Library webpage under “Services for Faculty”. http://www.okanagan.bc.ca/Student_Services/students/library/services/faculty/CurriculumBuilder.html You can also contact your liaison librarian for a copy of the instructions. For more information about Curriculum Builder, please contact Roën Janyk, OC Web Services Librarian (rjanyk@okanagan.bc.ca). Watch for upcoming Lunch and Learns that will help you incorporate this new tool into your online learning environment!
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INSTITUTE FOR LEARNING AND TEACHING
Experiencing the Flip Although I had begun to “flip” my class before I ever knew what it meant, I became quite intrigued with the idea of making the learning more fun and student centred. Being that I teach many of the conceptdriven courses in business, I have always worked to find ways to make them more tangible. I believe flipping helps me do this. You can create your own videos for students to view out of class, but I found that simply searching YouTube can locate many great videos that already exist. I include those links as well as articles and websites too. The current textbook provides a study plan for each chapter and this works great for flipping. Each chapter has a short pretest to measure the students’ current knowledge. Then, based on the results, it provides a study plan indicating which concepts and pages the student should review. When the students have read the pages, they take a short post-test to see if they have learned the material. I require the study plan be done before the class. (Please note that, frankly, any good students will have read the chapter before class anyway, so this is not any real
Fall 2014
page 5
By Michael Orwick, Business, Kelowna Campus extra commitment.) On “flipped days,” I begin
Although I had begun to “flip” my class before I ever knew what handle any questions. Then I give them some- it meant, I became quite intrigued with the idea of making the learning thing to do. It is the “you-do” that really emmore fun and student centred. with a short review of the main concepts and
beds the learning.
So, for example, instead of lecturing on a
Two of my three classes are enthusiastic
SWOT analysis, after I review the fine points of
about it; one class is lukewarm with almost
a SWOT, the students work in groups to create
half preferring lecture. The lukewarm
a SWOT of a real company. They use their
class, coincidentally (?), is far behind the
tablets and laptops to find data, or they can
others in completion of the study plans.
watch the suggested videos. I move around
The grades on the most recent mid-
the room, helping and directing. The textbook
terms compared to the grades of the last
also has the option of mini simulations for
two semesters are as follows. One course
students to follow, making choices and receiv-
had two sections: one section scored a
ing feedback on their decisions. Either way, at
median of 60%, the other, 73% for an
the end, each student signs it and hands it in.
average of 66.5%. This term the two
I can grade it for marks or just for participa-
sections had a median of 67% and 73% for
tion.
an average of 70%. So the average was
I found a few interesting things this term:
up, but difference was in the increased
● Students who are not participating can be
score for the lower mark of the two
identified really early.
sections.
● Those expecting the prof to “force-teach”
The other class (just one section) had an
them quickly realize that they control their
average of 67% over the last two semes-
learning
ters. This year, they earned 75% on the
● Exceptional students are not held back as
midterm! Too small a sample for any
they can go as quickly and deeply as they
absolutes, but it appears that students are
wish.
at least getting as much as before, and a
At mid-term my results are mostly positive.
little bit more.
Welcome To the New ILT Program Administrator Ross McKerlich The Institute for Learning and Teaching (ILT) is pleased to announce that Ross McKerlich is the new program administrator for the ILT. Ross is an educational technology coordinator who has worked at Okanagan College since January 2012. In addition to education technology, his background includes adult education, research, and facilitation. Ross says, “I am excited about this new position and the unique nature of the Institute for Learning and Teaching. The community building work of ILT fellows is important and a key component of the ILT.” Ross sees his position as removing barriers to community building so that the culture of learner centeredness can grow and flourish at Okanagan College. A further goal is to ensure that every employee
Ross McKerlich
knows about the ILT and partakes in its many educational programs, including the Learner Centered Instructor Certificate as well as the Service & Support in a Learning Centered Organization Certificate.
Ross is located on the KLO campus and can be reached by email (rmckerlich@okanagan.bc.ca) or phone (local 4921).
www.okanagan.bc.ca/ilt
Fall 2014
INSTITUTE FOR LEARNING AND TEACHING
page 6
ILT Lunch and Learns and Speaker Events Lean Thinking: Eliminate Waste, Strive for Excellence
Rob St. Onge and Moya Webb
All Campuses
Early October
Understanding Autism
Joanne Pool
Kelowna
Thu Oct 16
Learn & Play: Halloween/Harvest Door Decorating
Beverlie Dietze
All Campuses
Canada and the First World War 1914-1918
Howard Hisdal
Vernon
Fri Oct 24
Canada and the First World War 1914-1918
Howard Hisdal
Salmon Arm
Mon Oct 27
Canada and the First World War 1914-1918
Howard Hisdal
Penticton
Mon Nov 3
Faculty Research and Scholarly and Creative Talks http://www.okanagan.bc.ca/
All Campuses
Nov 3—7
OC Library and ILT 2014 Scholarly and Creative Expo. Visit the Website for event details.
Until Oct 31
Page35611.aspx
Canada and the First World War 1914-1918
Howard Hisdal
Kelowna
Fri Nov 7
All Carbs are not Created Equal
Lynn Johnson and Heather Carson
Kelowna
Thu Nov 27
Learn and Play: Creating Ginger Bread Houses
Beverlie Dietze
All Campuses
Early December
Teacher as Leader in the Classroom
Roberta Sawatzky
Kelowna
January 2015
Jan O’Brien
Kelowna
February 2015
Rob St. Onge Rob St. Onge
Kelowna
Mon Feb 23
Vernon Salmon Arm
Tue Feb 24 Thu Feb 26
Penticton
Fri Feb 27
Results from the Student Satisfaction Survey Sustainable Living – What’s in it for you? Sustainable Living – What’s in it for you? Sustainable Living – What’s in it for you? Sustainable Living – What’s in it for you?
Rob St. Onge Rob St. Onge
ILT INFO LINKS ILT Educational Programs ILT Events Registration ILT Fellows ILT Mission Statement ILT Newsletter ILT Resources LibGuide ILT Website
http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Educational_Programs.html http://www.okanagan.bc.ca/ilt/events http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Meet_the_Fellows.html http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Mission_Statement.html http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html http://libguides.okanagan.bc.ca/ILT http://www.okanagan.bc.ca/ilt
CHECK OUT the new online registration form for ILT EVENTS: http://www.okanagan.bc.ca/ilt/events
ILT NEWSLETTER CONTACTS As part of its mandate to support dialogue amongst peers and to enhance the practice of learning and teaching the ILT publishes three issues of its newsletter a year (Winter, Spring, and Fall). All employees of Okanagan College are encouraged to contribute. Thank you to each of the authors for your valuable contribution to this issue of Enhancing the Practice of Learning and Teaching! The thought, expertise, and time that has gone into creating the end product is appreciated. ILT Newsletter production team Managing Editor: Darrell Skinner dskinner@okanagan.bc.ca Copy Editor + Distribution: Michael Orwick MOrwick@okanagan.bc.ca (Articles are submitted to Michael Orwick for editing) Design/Layout Editor: Jennifer Sigalet Jsigalet@okanagan.bc.ca ILT Newsletter Committee Chair: Jennifer Sigalet Jsigalet@okanagan.bc.ca For more information on ILT Newsletter: http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html 03/11/14
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