"When the focus of technology is on the teacher and teaching not learners and learning, it is easy to see EdTech as a failure: a waste of time, money, and resources. For many of us, we’ve argued for a move away from teacher-centered only to find a movement and investment in EdTech that is the antithesis of such a movement. We’ve simply added teacher-centered technology to teacher-centered classrooms.
"Is it any wonder we find ourselves unable to fulfill the promise we’ve preached about EdTech?
"The expectation is that the teachers have the latest and greatest technology for teaching. Yet, there is little concern about what the students have in their hands for learning. This is one of the fundamental disconnects we experience when it comes to educational technology, when it comes to 21st Century teaching and learning, when it comes to student engagement and empowerment."
Schoox is an Academy for Self-Learners where members can teach, learn and certify their knowledge online. Users can create private or public online courses by using files or web resources incredibly easy and in seconds.
At Duke University, business school students use a state-of-the-art “virtual lecture hall” to have conversations with CEOs and fellow students from around the world.
“Technology is enabling and also forcing students, in some ways, to become self-learners,” says Catheryn Cheal, vice president and senior officer of academic technology at San Jose State University. “They’re going to be expected to have a certain amount of learning initiative throughout their career, and that’s different than how it used to be.”
On many campuses, the stale, passive lecture model is being replaced by a more dynamic way of teaching and learning—one in which students collaborate to “make meaning together.”
This fellowship is aimed at showing how IOL can live up to the promise of enhanced student engagement and graduate capabilities and how we can support these activities to their full potential. Our strategic plan focuses the fellowship activities in four strategic areas and will be implemented and monitored through a robust planning and review program throughout 2012.
Last week, I read an interesting blog post by Shelley Blake-Plock titled "The Problem with TED ed." It got me thinking about the flipped classroom model and how it is being defined.
Too often the conversation surrounding the flipped classroom focuses on the videos- creating them, hosting them, and assessing student understanding of the content via simple questions or summary assignments.
I wish the conversation focused more on what actually happens in a flipped classroom. If we move lecture or the transfer of knowledge online to create time and space in the physical classroom, how are we using that time to improve learning for students? What is our role as the teacher in the flipped classroom? How are we maximizing the potential of the group when students are together to design collaborative, creative, student-centered activities and assignments?
In the past 30 years, scientists have discovered a lot about how people learn. But traditional universities are slow to change their ways. So a group of educators in Minnesota decided to build a brand new college.
This approach works when students come to class prepared by having read the assigned portions of the textbook, says professor Metzger.
It's not that they're expected to understand everything they've read, she says, "but we expect them to have looked over the material so that when they come to class we can use that time not just to introduce the terminology but to actually engage at a deeper level so that they can explore what those things mean [and] they can think critically about ideas."
How can you engage your students and be sure they are learning the conceptual foundations of a lecture course? In From Questions to Concepts, Harvard University Professor Eric Mazur introduces Peer Instruction and Just-in-Time teaching -- two innovative techniques for lectures that use in-class discussion and immediate feedback to improve student learning. Using these techniques in his innovative undergraduate physics course, Mazur demonstrates how lectures and active learning can be successfully combined.
The traditional college lecture has never been a good way to learn. This is the story of how some physics professors figured out the lecture wasn't working.
One of the most important concepts in teaching is creating opportunities to make thinking visible. When teachers can really see the thinking of their students, they can provide these students with the support and encouragement they need to be successful. We believe that by using the thoughtful approach to the Flipped Learning method described at the beginning of this article, teachers have an amazing opportunity to gain insights into where students are struggling.
KF: While somewhat simplistic the article does address some of the major concerns regarding the "flipped" model. Like many other artilces it is very light on the requisite shifts for developing and maintaining an unapologetic student-centred environment. The deep understanding of the drivers of SCL will be more significant than simply fiddling at the edges of practice.
For more information on how to flip your classroom (flipping the classroom) go to: http://www.fi.ncsu.edu/fizz Katie's math videos can be found here: http://...
SJSU and edX, the transformational new online educational initiative founded by MIT and Harvard, showcase a unique collaboration resulting in SJSU's first "flipped class." Preliminary results suggest this class, which is using an electrical engineering MOOC (the MITx 6.002x Circuits and Electronics Massively Online Open Course), may be an effective way to reinvent and transform the academic experience of electrical engineering students.
If we broaden the concept of flipping the classroom to encompass more than video lectures, it all makes perfect sense. Basically, the idea is that you give your students something to do between this lesson and the next, so that they will be better able in the next lesson to take an active part in it, through discussion, suggestion-making, assessing their peers’ work, and so on.
Here are four very powerful videos from the Digital Media and Learning Research Hub that are guaranteed to make you think hard about learning, teaching, and schooling. You can watch them all in less than half an hour.
Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning...
Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media.
Inquiry Oriented Learning (IOL) is a student-centred, activity-intensive, approach to learning. While there are many alternative labels to IOL they are all variations on the theme aimed at placing students at the core of their own learning; engaging and stimulating both learning outcomes and student self belief. In this video, Les Kirkup outlines how his Australian Learning and Teaching Council (ALTC) Fellowship relates to Inquiry Oriented Learning in Science.
JK - Some comments regarding (mis)information regarding the flipped classroom. I paritcularly like the comment that" ..no two Flipped Classrooms look exactly the same, just as no two traditional classrooms look alike."
Creating a student-centered (or learner-centered) learning (SCL) environment has been suggested as one approach that educators can use to optimize students' learning. In a SCL environment, the traditional roles of students (and also teachers) change dramatically. It requires students to take on new learning roles and responsibilities that go far beyond taking notes and passing tests. Students will learn that they are responsible for their learning and identify their strengths and weaknesses as learner.
Traditional high school classrooms are places where teachers lecture for 75-85% of each class. Teachers introduce ‘the basics’, give examples, and have students take notes while they sp...
JK - nothing new here (the video intro from Aaron Sams I've seen a few times - but a useful list of resoure links / OERs at the bottom of the page.
WGU Texas and three community colleges — Sinclair Community College in Ohio, Broward College in Florida and Texas' own Austin Community College — have received a shared $12 million dollar grant from the U.S.
Now that approach, in which students advance after proving their mastery of a concept rather than after a predetermined amount of time in a class, is poised to move from the internet to the physical campuses. “There is nothing magic about online and competency-based,” said Mark Milliron, the chancellor of WGU Texas.
Flipping is not about videos and technology (Brett Wilie) Brett will lead an interactive, open ended discussion about how the Flipped Classroom is not just a...
KF: Sadly at 52 minutes this video is unlikely to be as popular as the 2.00 minute "flipped" adverts we're seeing in other discussions. I guess there's a flipped activity herein - what are the "nuggets" in this presentation - what other presuppositions about flipping do they challenge - present in a 2 minute video summary!
Below are some thoughts from one of my former middle school students who is now in high school & in a flipped classroom. I’ll let her words speak for themselves, but think her words speak to the state of science education well beyond the flipped class model.
Amy Erin Borovoy is Edutopia's digital media curator, and she has a passion for content at the intersection of online video, new technologies, and education.
- A range of short videos relating to flipping the classroom
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