1. Flipping Your Classroom, Personalizing Learning: Practical Strategies & Ideas
Janine Lim
Associate Dean, Online Higher Education
Andrews University
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.

2. 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

3. 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

6.
Need to find out who is actually ready to redesign their course; ask them if they brought their syllabus, like the description says

7. 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

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

9. Flipped classroom infographic: http://www. knewton

10. Flipped classroom infographic: http://www. knewton

12. Flipped Classrooms Transition
UBC Learning Commons

13. 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

14.
experimenting with multiple modes of delivery based on needs of the student

15. 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:

16. 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

17. 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

20. 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.

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

22. 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

23. = 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:
One assignment out of sequence
more likely to complete =

24. 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)

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

26. 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

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

31. ed.ted.com

32. coursera

35. A Contrarian View Against Videos
Lorena Barba. (2015). Why my MOOC is not built on video.

36. 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

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

39. 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

40. 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
Out of class – rich content
In class discussion or out of class writing

41. Spend some time here -
Photo Credit: Jackie Gerstein

42. 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

43. 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?

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

45. 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

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

47. 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."

48. 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.

49. 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

50. 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

51. Share the results of your planning
Think Pair Share

53. 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

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

56. Flipping Your Classroom, Personalizing Learning: Practical Strategies & Ideas
Janine Lim
Associate Dean, Online Higher Education
Andrews University
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.