1. Achieving Deeper Learning through Flipped Classes and Blended Learning http://bit.ly/flip-loop Dr. Mark Morton Jane Holbrook Centre for Teaching Excellence

2. Goals for this session: Describe deep/surface/strategic learning approaches and how to promote deeper learning Place flipped classes into the blended learning model Design a flipped class experience and identify technologies, in class learning activities and assessments that could be used in it

3. A few questions from yesterday How much time do you need to prepare for this type of class as an instructor? Does it have to be video or can it be some sort of handouts for the student to read at home before class? What is the difference between flipped classes and when you ask the students to prepare for the next class. As I understood they are similar, aren’t they?

4. What is deep learning? http://mediaserver.carleton.ca/media/deep-and-surface-learning Dr. Joy Mighty, Carleton University, coeditor of Taking Stock: Research on Teaching and Learning in Higher (2010)

5. Definitions of deep and surface learning “Approaches to learning describe what students do when they go about learning and why they do it. The basic distinction is between a deep approach to learning, where students are aiming towards understanding, and a surface approach to learning, where they are aiming to reproduce material in a test or exam rather than actually understand it.” The Higher Education Academy

6. Questions for the Group Do your students use different learning approaches in their courses at KSU? Do different students use different approaches in your course? How do we get students to take a deep approach to learning?

7. Students involved in more than listening Less emphasis placed on transmitting information, more on developing students’ skills Students are involved in higher-order thinking (analysis, synthesis, evaluation) Students are engaged in activities (e.g reading, discussion, writing, presenting) Greater emphasis placed on students’ exploration of their own attitudes and values Active Learning Bomwell and Eisen (1991) Active Learning : Creating excitement in the classroom p2. One must learn by doing the thing, for though you think you know it-- you have no certainty until you try. (Sophocles, 5th c. B.C.) http://www.ntlf.com/issues/v17n5/v17n5.pdf

8. What is blended learning? Flipped classes

9. Examples of flipped and blended courses and University of Waterloo Psych 340 Ers 283 Pharm 220 Earth 123

10. Model Flipped Class Stages and Considerations Set the stage for learning by introducing the out of class task Communicate clear expectations such as why you want them to do it, how long it will take and importance of preparation for in- class activity Consider appropriate time commitment and degree of challenge for the students Introduce Task Consider choice of media carefully Create your own materials or pull in outside resources Create guiding questions or prompts for students as they engage in the task Include a way for students to submit questions about difficult concepts to facilitate JITT Out of Class Task Check for evidence of preparation for in-class activity Self assessment quizzes online can include questions that provide information about students’ conceptual understanding and provide formative feedback Low stakes assessment at the beginning of class can motivate preparation Assess Learning Activities are linked to course objectives and assessments Peer-to-peer and student-instructor dialogue is encouraged Include opportunities for collaboration, peer learning in a low risk environment Scalable application activities (discussion, problem solving, exploration) In-Class Activity Motivation

11. Design a flipped class What is a challenging concept in one of your courses? What do you want the students to be able to do that involves that concept? Use the template we have supplied to design a flipped class. Discuss your design with the person sitting next to you.

12. Are flipped classes and blended learning effective? US meta- analysis on f2f, blended and online learning, http://thejournal.com/articles/2009/07/01/meta-analysis-is- blended-learning-most-effective.aspx http://thejournal.com/articles/2009/07/01/meta-analysis-is- blended-learning-most-effective.aspx The most recent article on active learning vs lectures in STEM disciplines Freeman et al., (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS, 11 (23) http://www.pnas.org/content/111/23/8410http://www.pnas.org/content/111/23/8410 Increased student success after flipping the classroom. Mumper et al., (2014) The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School, Academic Medicine, 89 (2) http://s1713.t.en25.com/e/es?s=1713&e=32271&elq=2703722a c5b344f39cfea50742e58228 http://s1713.t.en25.com/e/es?s=1713&e=32271&elq=2703722a c5b344f39cfea50742e58228

13. Questions?