BKO Workshop Flipped classroom (blended learning) Erwin van Vliet, Natasa Brouwer November 21 - 2017

Learning outcomes explain what “flipped class pedagogy” is describe how to integrate flipped class pedagogy in a course apply peer instruction during lectures design own blended learning course

Program Introduction Discuss flipped pedagogy and peer instruction Practical examples Break Facilities (voting tools, knowledge clips) (Re)design own course/lecture Plenary discussion

Program Introduction Discuss flipped pedagogy and peer instruction Practical examples Break Facilities (voting tools, knowledge clips) (Re)design own lecture Plenary discussion

Flipped class and peer instruction: teaching practice Erwin van Vliet

Who am I? Coordinator/teacher bachelor Psychobiology (UvA) Member ICTO-FNWI Member of the Psychobiology educational committee Researcher at the Academic Medical Center

Lecture Erwin van Vliet: 3 characteristics in comparison with traditional lectures https://youtu.be/YkuY2_f5od0

Passive approach Active approach Transfer of information from teacher to student Teacher is working! Active approach Initiative and responsibility for the student Student is working! e.g. peer instruction

Classical way of teaching: show and tell 14th century

Flipped class pedagogy Mazur 2009 Fitzpatrick 2012

What is flipped class pedagogy? http://starfish.innovatievooronderwijs.nl/glossary/52/ Students receive assignment and prepare before class (usually short video clips are provided, or other online content) During class the assignment will be discussed (e.g. using a voting systyem or other tools to interact)

Students receive assigment and prepare before class (usually short video clips are provided, or other online content) During class the assignment will be discussed (e.g. using a voting systyem or other tools to interact)

Bloom’s taxonomy During class At home

What is peer instruction. http://starfish. innovatievooronderwijs Activating teaching method - Answer question (clicker system) - Peer discussion - Answer same question - Show voting results - Explanation

Passive approach Active approach Transfer of information from teacher to student Teacher is working! Active approach Initiative and responsibility for the student Student is working! e.g. peer instruction

Program Introduction Discuss flipped pedagogy and peer instruction Practical examples Break Facilities (voting tools, knowledge clips) (Re)design own lecture Plenary discussion

Before class: Students prepare multiple choice questions and submit these via Blackboard assessment/self evaluation 1 During class: Answer question individually with clicker (1-2 min) assessment/self evaluation 2 2. Discuss with others (3-5 min) assessment/self evaluation 3 3. Answer same question again Show voting results track misconceptions 5. Show correct answer/explanation

Flipped class: does it have effects on learning and motivation? standardized and validated questionnaire based on 15 cognitive and motivation components (Pintrich et al. 1991) analysis of exam questions Van Vliet, Winnips, Brouwer, CBE Life Sci Ed 2015

The same students were followed during 2 courses Increased MSLQ score Task value: home important/useful is this task for me? Peer learning Critical thinking  deep learning Van Vliet, Winnips, Brouwer, CBE Life Sci Ed 2015

Flipped class leads to more involvement during class and stimulates deep learning High cognitive level exam questions answered more correctly 4 months later, another MSLQ: effects not long lasting  thus repeated use of flipped class throughout curriculum Van Vliet, Winnips, Brouwer, CBE Life Sci Ed 2015

the number of students that contribute to assignments Team-based learning prevents the decline in the number of students that contribute to assignments

Flipped class pedagogy Pitfalls Students need to prepare Training for teachers Educational alignment: it is not the gadget that makes it work... Proper ICT environment/support Providing a 2 hour recording of a lecture is not flipping a class... Advantages Small and big groups Include open source material Enhances deep learning Enhances motivation Beyond borders, time and space (efficient) During class, time is spent for deep learning

Summary passive and active learning teacher vs student does the work flipped class pedagogy preparation before class, use during class tool to enhance motivation and deep learning peer instruction during lectures voting systems integrate active learning in your course many ways, customize to own course

Program Introduction Discuss flipped pedagogy and peer instruction Practical examples Break Facilities (voting tools, knowledge clips) (Re)design own lecture Plenary discussion

Program Introduction Discuss flipped pedagogy and peer instruction Practical examples Break Facilities (voting tools, knowledge clips) (Re)design own lecture Plenary discussion Exchange course design in pairs. Discuss voting questions. Present shortly differeces and similarities. One question – feedback.

Voting systems available at our faculty Clickers reservation (max. 200) download plug-in Mac or PC in Powerpoint (PC) stand alone multiple choice Shakespeak request personal account download plug-in (PC only) tab in PowerPoint in all lecture rooms students (unlimited) smartphone, tablet, laptop, mobile phone multiple choice, open dashboard with data http://starfish.innovatievooronderwijs.nl/information/578/

FNWI Recording studio Make knowledge clips for your lectures! http://starfish.innovatievooronderwijs.nl/information/722/

Program Introduction Discuss flipped pedagogy and peer instruction Practical examples Break Facilities (voting tools, knowledge clips) (Re)design own course/lecture Plenary discussion Exchange course design in pairs. Discuss voting questions. Present shortly differeces and similarities. One question – feedback.

Blended learning course design

Constructive Alignment triangle Learning outcomes computer (tools) COURSE Learning activities Assessment (digital) Biggs, J. (2003). Teaching For Quality Learning At University, Open University Press

Classical way of teaching: show and tell 14th century

What knowledge is needed? T= Technological knowledge T C P What can you do with tools? Which teaching methods fit? What is the content? P= Pedagogical knowledge C= Content knowledge

Active learning course design framework TPACK: Technological pedagogical content knowledge Mishra & Koehler, 2006

Flipped class Timing learning activities: before – during – after

Learning activities used in Blended learning

Course design principles in Blended learning

Course design principles in Blended learning Exam

Home assignment: (Re-)design your lecture Scale: large - medium - small group of students Title of your course: Content (in ca. 50 - what is your lecture about) Situation now (learning problem) Intervention (change) Make a list of student activities in your (re-)design Measure (re-)design success Develop one conceptual voting question for your lecture

Workshop assignment Group work (15 minutes) Discuss each other (re-)designs Make together two diagrams of (re-)designs Propose measurement of (re-)design success Presentations

Program Introduction Discuss flipped pedagogy and peer instruction Practical examples Break Facilities (voting tools, knowledge clips) (Re)design own lecture Plenary discussion (future plans) Exchange course design in pairs. Discuss voting questions. Present shortly differeces and similarities. One question – feedback.

Learning outcomes explain what “flipped class pedagogy” is describe how to integrate flipped class pedagogy in a course apply peer instruction during lectures design own blended learning course

Evaluation of this workshop What is your experience today?