Flipping Your Classroom, Personalizing Learning: Practical Strategies & Ideas Janine Lim Associate Dean, Online Higher Education Andrews University janine@andrews.edu Twitter: outonalim Handout and links at: blog.janinelim.com Flipped classrooms and web content and tools provide the opportunity to personalize learning for each of your students. Design more creative, interactive activities during class. In this session, practical strategies and ideas will be shared, ready to implement in your classroom.

My perspectives… ...Teaching ed tech online since 1999 ...videoconferencing since 1998 Associate Dean, Online Higher Education Andrews University 300+ online courses 20 online degrees Moodle & ed tech support USDLA Board Member ...Griswold Christian Academy & AVLN

The thoughts and ways of God in relation to His creatures are above our finite minds; but we may be assured that His children will be brought to fill the very place for which they are qualified, and will be enabled to accomplish the very work committed to their hands, if they will but submit their will to God, that His beneficent plans may not be frustrated by the perversity of man. Photo credit: US Department of Education PP 638.1

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https://www.polleverywhere.com/multiple_choice_polls/VDRPWb8zzkkdyFP Need to find out who is actually ready to redesign their course; ask them if they brought their syllabus, like the description says

Background Practical Strategies Definitions of Flipped Classrooms Photo Credit: Evan Long Definitions of Flipped Classrooms Personalized Learning Practical Strategies 3. Video / Outside Class 4. In Class Activities Photo Credit: Earlham College 5. Planning

Flipped Classrooms Lecture / Content Homework / Application The basic idea Homework / Application

Flipped classroom infographic: http://www. knewton

Flipped classroom infographic: http://www. knewton

Flipped Classrooms Transition UBC Learning Commons

Flipped Variations Lecture / Content Homework / Application Standard Inversion Lecture Videos Practice with traditional schoolwork Discussion Flipped Lecture/YouTube/TED Classroom discussions Demonstration Flipped Screencast/Demo Math, science lab, in class practice Faux Flipped Videos in class Practice in class Group-Based Flipped Lecture/YouTube/TED Group/team activities in class Virtual Flipped Lecture/YouTube/TED Interaction in an LMS Flip the Teacher Student Created Video Practical application / teacher-guided Variations of Flipped Models The Standard Inverted Classroom: Students are assigned the “homework” of watching video lectures and reading any materials relevant to the next day’s class. During class time, students practice what they’ve learned through traditional schoolwork, with their teachers freed up for additional one-on-one time. The Discussion-Oriented Flipped Classroom: Teachers assign lecture videos, as well as any other video or reading related to the day’s subject — think TED Talks, YouTube videos, and other resources. Class time is then devoted to discussion and exploration of the subject. This can be an especially useful approach in subjects where context is everything — think history, art, or English. The Demonstration-Focused Flipped Classroom: Especially for those subjects that require students to remember and repeat activities exactly — think chemistry, physics, and just about every math class — it is most helpful to have a video demonstration to be able to rewind and rewatch. In this model, the teacher uses screen recording software to demonstrate the activity in a way that allows students to follow along at their own pace. The Faux-Flipped Classroom: One great idea EducationDrive uncovered is perfect for younger students for whom actual homework might not yet be appropriate. This flipped classroom model instead has those students watch lecture video in class — giving them the opportunity to review materials at their own pace, with the teacher able to move from student to student to offer whatever individual support each young learner needs. The Group-Based Flipped Classroom: This model adds a new element to help students learn — each other. The class starts the same way others do, with lecture videos and other resources shared before class. The shift happens when students come to class, teaming up to work together on that day’s assignment. This format encourages students to learn from one another and helps students to not only learn the what the right answers are but also how to actually explain to a peer why those answers are right. The Virtual Flipped Classroom: For older students and in some courses, the flipped classroom can eliminate the need for classroom time at all. Some college and university professors now share lecture video for student viewing, assign and collect work via online learning management systems, and simply require students to attend office hours or other regularly scheduled time for brief one-on-one instruction based on that individual student’s needs. Flipping The Teacher: All the video created for a flipped classroom doesn’t have to begin and end with the teacher. Students too can make use of video to better demonstrate proficiency. Assign students to their record practice role-play activities to show competency, or ask each to film themselves presenting a new subject or skill as a means to “teach the teacher”. Flipped Variations

https://www.polleverywhere.com/free_text_polls/QGqs3xEVhYxLFrT experimenting with multiple modes of delivery based on needs of the student

Four Pillars of Flip Flexible environment – space, mode of delivery and timelines for learning Learning culture – a learner centered approach to encourage deep learning Intentional content – that maximizes learning Professional educator – who guides learning and continuously improves practice Source: http://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

Background Practical Strategies Definitions of Flipped Classrooms Photo Credit: Evan Long Definitions of Flipped Classrooms Personalized Learning Practical Strategies 3. Video / Outside Class 4. In Class Activities Photo Credit: Earlham College 5. Planning

KnowledgeWorks: Definition of Personalized Learning Instruction is aligned to standards Instruction is customized; student designed learning experiences; aligned to student interests Pace of instruction is varied based on student needs Educators use data to differentiate instruction and provide support and intervention Students have access to outcomes & assessment results Note that I’ve been thinking about the paced part of this definition Virgil Hammonds, KnowledgeWorks, March 2018

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The Question The question: A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author.

The Research Question What is the relationship between students’ sequential movement and students’ successful completion in distance self-paced courses?

Demographics 89 courses 543 students ½ print; ½ online 2 year period astronomy, English, geography, government, health, history, math, psychology, religion, sociology Wikimedia Commons Pixabay 89 courses ½ print; ½ online 543 students Demographics: The study included in 89 different general education courses at a private university in the United States during a two year period. 2 year period

= One assignment out of sequence more likely to complete Results indicate that students who completed at least one assignment or exam out of the intended sequence of instruction were more likely to complete the course. Photo credit: www.mycellfunds.com/vans One assignment out of sequence more likely to complete =

Other Similar Research students who accessed a massive online course in a user-driven approach had a higher retention rate (Perna et al., 2014) Roe (1962) argued that college students may be more alert to material presented out of sequence adult learners may indeed come to the learning task with prior knowledge that affects their sequencing choices (Mager & Clark, 1963) Internet allows for choice to follow links of interest and select their own sequence of learning (Lin & Hsieh, 2001) learning was most efficient when the learner could select their learning path (Mager & Clark, 1963)

How Flexible Should Digital/Flipped Learning Be? Self-pacing Instructor-pacing

Background Practical Strategies Definitions of Flipped Classrooms Photo Credit: Evan Long Definitions of Flipped Classrooms Personalized Learning Practical Strategies 3. Video / Outside Class 4. In Class Activities Photo Credit: Earlham College 5. Planning

https://www.polleverywhere.com/free_text_polls/JvArHA0C8RlbVB2

Ask them how many have used each one for themselves or their classroom; any others they love?

ed.ted.com

coursera

A Contrarian View Against Videos Lorena Barba. (2015). Why my MOOC is not built on video. https://www.class-central.com/report/why-my-mooc-is-not-built-on-video/

Background Practical Strategies Definitions of Flipped Classrooms Photo Credit: Evan Long Definitions of Flipped Classrooms Personalized Learning Practical Strategies 3. Video / Outside Class 4. In Class Activities Photo Credit: Earlham College 5. Planning

https://www.polleverywhere.com/free_text_polls/xT3IJbwcxtVwoxU

Assessments at the Door Clickers Poll everywhere Print Short Assess! Alex France

Well Designed Learning Activities More discussion Group work (designed with interdependence) More practical application Supported homework Labs Real-world learning Mini-projects NTNU, Faculty of Natural Sc

Observation and reflection Kolb’s Experiential Learning Cycle Concrete Experience (doing / having an experience) Observation and reflection (reviewing / reflecting on the experience) Abstract Conceptualization (concluding / learning from the experience) Active Experimentation (planning / trying out what you have learned) In class activity In class activity http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php Out of class – rich content In class discussion or out of class writing

Spend some time here - Photo Credit: Jackie Gerstein

Implementation More in class active learning More engaging assignments and in-class activities Use when appropriate, not necessarily the whole semester Snow days CHOOSE the best teaching strategy for the content. MIX it up – use a variety of methods Bottom line: Can do in pieces; doesn’t have to be the whole course

Some Expected Challenges Student Expectations: Are they getting their money’s worth? Course Design: What to assign out of class and what to do in class? Activity Design: How can students best learn this? Considerations: Are the videos accessible?

Spending Your Time Course Design Recording Videos Weigh how much time you spend on each – need significant time on course design as well…

Background Practical Strategies Definitions of Flipped Classrooms Photo Credit: Evan Long Definitions of Flipped Classrooms Personalized Learning Practical Strategies 3. Video / Outside Class 4. In Class Activities Photo Credit: Earlham College 5. Planning

Why? Content Application Next Steps make them fold a paper in four pieces to think about it… Application Next Steps

Why? What is the main point of your course? What do you want students to walk away with? Have them fold a paper in four pieces to think about it… Review prior course evaluations for guidance on where students struggle. Identify the most difficult concepts for students and focus on those. Create detailed learning outcomes. Use strong action verbs and avoid terms like "know," "understand," and "learn."

Content How do your students currently learn the content part of your course? What ideas do you have for other ways to do that? Divide course into F2F and online components And/or f2f and video/outside class components Match learning objectives with technology.

How do your students currently apply their content learning How do your students currently apply their content learning? What assignments or activities do you currently do? Are they working well? If not, why not? How will students use this learning in the real-world/workplace? Application

Think about what you need next; and after that; plan to evaluate for continuous improvement Assessment is critical for course improvement and accreditation. Leverage technology to collect data (think about this in the design stage). Utilize evaluation data to "close the loop" to improve the course for next time. Next Steps

Share the results of your planning Think Pair Share

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Background Practical Strategies Definitions of Flipped Classrooms Photo Credit: Evan Long Definitions of Flipped Classrooms Personalized Learning Practical Strategies 3. Video / Outside Class 4. In Class Activities Photo Credit: Earlham College 5. Planning

AVLN to Adventist Learning Community Integrating Technology in Service Learning Technology for 21st Century Learning Teaching Online in Higher Education (K12 version coming 2019)

www.andrews.edu/distance

Flipping Your Classroom, Personalizing Learning: Practical Strategies & Ideas Janine Lim Associate Dean, Online Higher Education Andrews University janine@andrews.edu Twitter: outonalim Handout and links at: blog.janinelim.com Flipped classrooms and web content and tools provide the opportunity to personalize learning for each of your students. Design more creative, interactive activities during class. In this session, practical strategies and ideas will be shared, ready to implement in your classroom.