Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses
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The document discusses the concept of flipping traditional education by leveraging technology for active learning in online and blended courses. It outlines the importance of meaningful interaction and engagement in course design, emphasizing quality learning experiences through clear standards, assessment, and collaboration. Additionally, it references the Blackboard Catalyst program, highlighting innovative teaching practices and support for faculty development.
Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses
- 1. Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses St. Mary’s University of Minnesota September 19, 2014
- 2. Jason Rhode, Ph.D. Director Faculty Development and Instructional Design Center Northern Illinois University jasonrhode.com jrhode@niu.edu @jrhode
- 3. Our Roadmap… Photo credit: CC BY flickr.com/photos/jfxie/6448173183
- 5. Traditional Education Transfer In class the easy part Assimilation Outside class the hard part
- 6. Flipped Education Transfer Outside class the easy part Assimilation In class the hard part
- 7. Using technology in a new way to maximize deep learning
- 8. Interaction = key to deep learning experiences
- 10. Interaction Matrix Meaningful & Memorable Learning CC BY Jason Rhode
- 11. Students Value Interaction Photo credit: NIU Image Library, Media Services
- 14. Teaching Naked (Bowen, 2012) Harnessing technology outside the classroom so more Photo credit: NIU Image Library, Media Services meaningful interactions can take place inside the classroom
- 16. “Technology is a technique, not a strategy” - Bowen
- 17. Technology as a Tool Photo credit: CC BY flickr.com/photos/jrhode/4632887921 If the only tool you have is a hammer, you tend to see every problem as a nail. – Abraham Maslow
- 18. Trends in Technology & Pedagogy http://www.nmc.org/publications/2014-horizon-report-higher-ed
- 19. 19 Warburton’s 3D Matrix http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html
- 20. 20 Warburton’s 3D Matrix Active Isolated Social Formal Informal Passive http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html
- 21. Shift Toward Online Learning Face-2-Face Online Classroom Supported Online Learning Hybrid or Blended Learning Diagram adapted from Rodney Murray’s, http://youtu.be/_yn7tIE5S_c Fully Online Learning Technology Enhanced Learning Classroom Learning 30% online 80% online Flipping…
- 22. What it means to “flip” online?
- 23. Synchronous vs Asynchronous Learning
- 25. Increasing Pedagogical Richness http://www2.warwick.ac.uk/services/ldc/resource/eguides/pedagogies
- 26. What makes a quality online learning experience?
- 27. ..begins with course design
- 28. What constitutes quality online?
- 29. Baseline Standards a Must
- 30. Variety of Quality Definitions
- 32. Blackboard Catalyst Program The Blackboard Catalyst Award Program honors those who push the boundaries of their educational programs and technology in order to delivery innovative and effective learning experiences.
- 33. Catalyst Award Categories Exemplary Course Award Staff Development Award Student Impact Award Innovation Award exciting and innovative courses that represent the very best in technology and learning individuals and/or institutions that successfully increased levels of student engagement or retention those who support and enhance faculty and professional development skills those that think outside the box in such areas related to teaching and learning practices, online program management, etc.
- 34. Exemplary Course Program Blackboard.com/ecp
- 35. Exemplary Course Program Rubric Developed based on research and best practices, used for evaluating in four areas: Course Design, Interaction & Collaboration, Assessment, and Learner Support
- 36. Exemplary Course Program Rubric j.mp/bbecprubric14
- 37. Major Areas & Sub-Categories Course Design Interaction & Collaboration Assessment Learner Support • Goals & Objectives • Content Presentation • Learner Engagement • Technology Use • Communication Strategies • Development of Learning Community • Interaction Logistics • Expectations • Assessment Design • Self-assessment • Orientation to Course and LMS • Supportive Software Plug-ins • Instructor Role and Information • Policies & Support • Accessibility • Accommodations • Feedback
- 39. Exemplary Course Award Instructional Media and Technology – more info at jasonrhode.com/ett510exemplarycourse
- 40. Example Attributes to be Shared Course Design Interaction & Collaboration Assessment Learner Support • Goals & Objectives • Content Presentation • Learner Engagement • Technology Use • Communication Strategies • Development of Learning Community • Interaction Logistics • Expectations • Assessment Design • Self-assessment • Orientation to Course and LMS • Supportive Software Plug-ins • Instructor Role and Information • Policies & Support • Accessibility • Accommodations • Feedback
- 41. Welcome – Start Here
- 42. Goals and Objectives Easily Located
- 43. Goals and Objectives Available in a Multiple Areas
- 44. Content Available or “Chunked” in Manageable Segments
- 46. Navigation Intuitive Info needed at beginning of the course Course news and updates Social connections for building sense of community Course content, activities, and assessments Interaction Reflection, feedback, & self-paced assistance Collaboration in group
- 47. Content Flows in Logical Progression
- 48. Content Presented in Variety of Appropriate Mechanisms
- 49. Content Enhanced with Visual & Auditory Elements
- 50. Content Maxim “Do what you do best and link to the rest.” – Jeff Jarvis
- 51. Guidance for Learners to Work with Content
- 52. Tools Available in LMS to Engage Students with Course Content
- 53. Wide Variety of Delivery Media Incorporated into the Course
- 54. Effort Made to Use Low-Cost or No-Cost Materials When Available
- 55. Plentiful Opportunities for Synchronous and/or Asynchronous Interaction
- 56. Asynchronous Communication Promotes Critical Reflection
- 57. Asynchronous Communication Promotes Critical Reflection
- 58. Synchronous Communication Activities, Real-Time Interactions
- 59. Communication Activities Designed to Help Build Sense of Community
- 61. Collaboration Activities Reinforce Learning Outcomes
- 62. Guidelines Explaining Required Levels of Participation
- 63. Rubric or Equivalent Grading Document is Included
- 64. Instructor Actively Participates, Including Providing Feedback
- 65. Instructor Uses Communication Tools to Provide Course Updates
- 66. Instructions Written Clearly and with Sufficient Detail
- 67. Assessment Activities Occur Frequently Throughout Course
- 68. Multiple Types of Assessments are Used
- 69. Opportunities for Self-assessment Provided
- 70. Contact Information for Instructor Easy to Find
- 71. Links to Institutional Policies
- 72. Course Materials are Accessible Transcript provided for videos YouTube videos captioned
- 73. Supportive Mechanisms for Learners with Disabilities
- 74. Learners Have Opportunity to Give Feedback on Course Design
- 75. View Exemplary Course Tours j.mp/bbecptours13
- 76. ECP Winners Gallery ecpgallery.coursesites.com
- 77. Volunteer to Review • Explore in-depth a variety of different online courses and get ideas and inspiration for your own online courses • Apply lessons learned from the Exemplary Course Rubric to your own courses or those you are helping to develop • Share your knowledge and experience with others by providing feedback on their course designs • Gain professional development experience and recognition for your accomplishments and participation in the program
- 78. Access Sample Shared Course jrho.de/ett510ecp
- 79. Submitting Your Course Blackboard.com/ecp
- 80. …realized through online teaching
- 81. Developing Online Learning Community
- 82. Tips from St. Mary’s Faculty facultyfocus.com/articles/online-education/building-community-creating-relevance-online-classroom/
- 83. Tips from Bowen (2012) 1. Establish in the syllabus how you will communicate 2. Limit the forms of communication 3. Create a schedule for yourself, follow through for the entire semester, then re-evaluate 4. It is ok to employ multiple methods of communication, but be clear and consistent 5. Consider how students will communicate with each other outside of class
- 84. Groups vs. Networks Photo Credit: CC BY flickr.com/photos/stephen_downes/252157734
- 85. Idea: News via Text Message Remind.com
- 89. slides : resources : conversations jasonrhode.com/smumn14 @jrhode jrhode@niu.edu
- 90. Credits • Active Learning icon by Duke Innovation Co-Lab, The Noun Project • Flipped Classroom icon by Duke Innovation Co-Lab, The Noun Project • Informal Learning icon by Duke Innovation Co-Lab, The Noun Project • Education icon by Duke Innovation Co-Lab, The Noun Project • Synchronous Learning icon by Duke Innovation Co-Lab, The Noun Project • Asynchronous Learning icon by Duke Innovation Co- Lab, The Noun Project
- 91. Credits (cont.) • Connected Learning icon by Duke Innovation Co-Lab, The Noun Project • Collaborative Learning icon by Duke Innovation Co-Lab, The Noun Project • Question icon by Henry Ryder, The Noun Project • User icon by Luis Prado, The Noun Project • School icon by Ricardo Augosto Cherem, The Noun Project • Education icon by Claire Jones, The Noun Project • Thinking icon by Michael V. Suriano, The Noun Project
- 92. Credits (cont.) • Meeting icon by Slava Strizh, The Noun Project • Meeting icon by Michael V. Suriano, The Noun Project • Architect icon by Luis Prado, The Noun Project • Thumbs-Up icon by Yamini Chandra, The Noun Project • User icon by Max Hancock, The Noun Project • Network icon by Matthew Hawdon, The Noun Project