Flipping Roles: Engaging students using Turning Technologies
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Simon Lancaster discusses flipping roles in education through lecture flipping. He describes their model of lecture flipping where students watch a recorded lecture before class and class time is spent engaging students through interactive activities and questions. He discusses using techniques like peer instruction and student-sourced questions. The importance of questions is emphasized to confront misconceptions and facilitate thought. Peerwise, a platform for students to create and answer each other's questions, is presented as a way to structure questions for flipped sessions. The conclusion suggests starting with small changes, fully committing to flipping, and relinquishing control to students.
Flipping Roles: Engaging students using Turning Technologies
- 2. Flipping Roles Facilitating Flipping Flipping Questioning the question Peer Instruction Student sourcing
- 4. What would you like to do to improve learning? 1. Increase interactivity 2. Confront misconceptions 3. Incentivise private study 4. Facilitate thought Increaseinteractivity Confrontm isconceptions Incentiviseprivate studyFacilitatethought 0% 0%0%0%
- 5. • Choose an open educational resource (OER)? • Encourage student authoring? • Screencast? Preparation • Challenge your students • Student source your questions and your answers? • React to events Engagement Flipping: A Concept not a Recipe
- 6. Our model of lecture flipping Students are strongly encouraged to watch a captured recording of a (previous year’s) lecture the flipped session is replacing. They attend the timetabled teaching slot and are engaged in as interactive and as ‘challenging’ a session as the ‘lecturer’ can muster using every audience participation device at their disposal.
- 7. Uptake
- 8. Which are genuine student evaluation comments? 1. A lot of the descriptive chemistry was very dry and essentially boring. It is hard to teach this kind of material but the 'flipped lectures' seemed to combat this. 2. I appreciated Dr Lancaster's efforts to make the lectures interesting and engaging in a modern way. The 'flipped' lectures were very successful. 3. I really enjoyed the flipped lectures and find that revising that material is much easier. 4. The flipped-lectures are a definite step in the right direction, away from archaic lectures with little or no mental stimulus, towards a more interactive learning experience that maximises learning outcome! 5. They were good fun as it was nice to have interaction with the lecture as opposed to just being talked at, it was also nice having knowledge of what you were talking about as we had already gone through the material! 6. I think the flipped lectures were a really good idea because it was a more interactive way to engage students into learning, rather than the repetitive routine of having to listen to the lecturer work through a PowerPoint presentation for an hour.
- 9. What is the objective of a question posed during a flipped session?
- 10. The importance of the question
- 11. When we shed body fat, most of the weight exits the body through 1. Perspiration 2. Defecation 3. Exhalation 4. Urination Perspiration Defecation Exhalation Urination 0% 0%0%0%
- 12. Which one of the three little pigs built the most environmentally sustainable house? A. First little pig (straw) B. Second little pig (wood) C. Third little pig (brick) Firstlittle pig(straw ) Second little pig(w ood) Third little pig (brick) 0% 0%0%
- 14. Who is best placed to determine the Goldilocks Zone?
- 15. Student Sourcing Questions? Be open to student suggestions Encourage students to submit questions for use within flipped sessions Use Peerwise to structure, screen and select questions in the sweet spot for peer instruction Seek answers from students and even draft new questions ‘on the hoof’
- 16. Do you use Peerwise? A. Yes B. No Yes No 0%0%
- 17. Students create questions Explain understanding (provide feedback) Answer peer questions Discuss Subject independent platform Easy to use Leaderboards Peerwise
- 18. The Question is Key
- 19. Conclusions Suggestions Ask what you are adding by expecting your students to attend. Can you reduce your content sufficiently to allow enough interaction? Can you ever have enough interaction? If you can’t then flip. Start small but commit fully. Question everything, especially the questions. Try Peer Instruction… or just skip straight to PBL. Seek (possible) answers from the floor. Relinquish as much control as possible and enjoy the ride.
- 20. Acknowledgements Prof Eric Mazur Dr David Read Prof Simon Bates Dr Ross Galloway Dr Anna Wood Prof Tina Overton Dr Anne Nortcliffe
- 21. More than anecdotal evidence Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth Active learning increases student performance in science, engineering, and mathematics PNAS 2014 ; published ahead of print May 12, 2014, doi:10.1073/pnas.131903011
Editor's Notes
- #4: Tremendously efficient Inspiring Or is that just defense of the lecture theatre, perhaps even the ‘lecturer’?
- #11: ‘Bloom’s Taxonomy’ source:http://upload.wikimedia.org/wikipedia/commons/thumb/9/9e/BloomsCognitiveDomain.svg/653px-BloomsCognitiveDomain.svg.png
- #13: whimsyworkshop.blogspot.co.nz
- #14: Kepler186f-ComparisonGraphic-20140417 improvedPublic Domain NASA Ames/SETI Institute/JPL-Caltech - This file was derived from: Kepler186f-ComparisonGraphic-20140417.jpg
- #15: Clip art
- #17: Education in Chemistry
- #18: https://peerwise.cs.auckland.ac.nz/
- #19: Wikipedia, Education in Chemistry
- #20: Less is more Less content Less Proscription Less Questions