1. BKO Workshop Flipped classroom (blended learning)
Erwin van Vliet, Natasa Brouwer
November

2. 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

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

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

5. Flipped class and peer instruction: teaching practice
Erwin van Vliet

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

7. Lecture Erwin van Vliet: 3 characteristics in comparison with traditional lectures

8. 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

9. Classical way of teaching: show and tell
14th century

10. Flipped class pedagogy
Mazur 2009
Fitzpatrick 2012

11. 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)

12. 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)

13. Bloom’s taxonomy
During class
At home

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

15. 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

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

17. 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

20. 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

21. 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

22. 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

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

24. 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

25. 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

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

27. 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.

28. 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

29. FNWI Recording studio Make knowledge clips for your lectures!

30. 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.

31. Blended learning course design

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

34. Classical way of teaching: show and tell
14th century

35. 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

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

37. Flipped class Timing learning activities: before – during – after

38. Learning activities used in Blended learning

39. Course design principles in Blended learning

40. Course design principles in Blended learning
Exam

41. Home assignment: (Re-)design your lecture
Scale: large - medium - small group of students
Title of your course:
Content (in ca 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

43. 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

44. 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.

45. 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

46. Evaluation of this workshop
What is your experience today?