Introduction

 Educators are using disruptive innovation to invert the classroom.

 The concept is gaining acceptance in colleges and universities.

 So, what is and how do we flip the classroom?

Disruptive Innovation

 Mash-up of

current

technologies  Radically alters the established system  Improves the quality of the deliverables

DI in Education

 History  Writing - 6 th to 4 th millennium BC  Printing Press - 1450 A.D.

 Electronic Calculator - 1970-1980  PC – 1977 (PET, Apple, TRS)  Tablets - 1990-2010 (iPad)  Each changed education by itself  Now, numerous technologies are used together to create new teaching models.

Flipped Classroom

 Constructivist theorists  Piaget (1896-1980)  Vygotsky (1896-1934)  Bruner (1915-)  Kolb (1939-)  Constructivism  Learners construct new ideas based on their current and past knowledge  Allows the learners to go beyond the information provided

Constructivism Process Elements

 Context  Actual life settings (learned experience)  Construction of knowledge  Within a certain context  Collaboration  With others to gain information  Conversation  With others to construct new knowledge

The Un-flipped Classroom

 19 th and 20 th Centuries model:  Industrial based  Imitates Ford’s assembly line  Aimed at the average student  Lecture me into a stupor  Little interactivity  One right answer (Taylorism)  Intention: develop workers for the country’s industrial complexes

The Flipped Classroom

 21st Century model:  Knowledge based  Critical thinking and application  Aimed at motivated students  Do not lecture at me  Great interactivity  Many perspectives and solutions  Intention: develop employees for the knowledge economy

Flipping the Classroom

 Revise the pedagogy   Abandon teacher-centered model Adopt student-centered model  Move the lecture outside the classroom   Move the activities to the classroom In the classroom, apply the theories presented in the outside-the-classroom lectures   Engage students in their own learning Let students guide each other in their learning (peer instruction)  Flexible classroom

How to Flip the Classroom

 1. Content  Know the content backward and forward before making a video or podcast.

 Use story boards.

 Create a beginning, a middle and an end ○ ○ ○ Beginning – titles and introduction and over view Middle – the concepts and ideas End – summary

 2. Know your audience  Understand their needs, experiences and discourses  3. Don’t be academic  Get student engaged  Make connections between the student and academics  Work concepts you wish to convey

 4. Multimodality  Sound  Pictures  Other videos  Secret is creating a mashup  Do not reinvent the wheel  Remember the knowledge section of learning takes place at home

How It Works

 Instructor creates outside-the-classroom activities using asynchronous clusters.

 The

time

the student interacts with these clusters does not matter  The

interaction

is what matters!

 The instructor develops activities for synchronous (real time) clusters  What takes place in these clusters paints the picture of the flipped classroom

Asynchronous Clusters

 Student explores concepts and discovers meaning by seeking answers to “What” and “So What” questions  These activities are technology driven.

 Internet, YouTube, Khan Academy  Instructor creates audio and video lectures  Engage in chats, blogs, podcasts and vodcasts, discussions with other students.

Consequences

 Ensure student participation in the out-of classroom materials and activities.

 Measureable means to determine extent of participation.

○ Specific discussion questions about materials ○ Quizzes on specific materials and activities ○ Incorporate questions about materials and activities into semester tests and final exam.

 The bottom line: Students must know a consequence exists for not participating.

In the Classroom

 Instructor needs to create in-class activities  Instructors should use the resources that are provided within the textbook to construct these activities.  These activities should apply concepts students were to learn in the work they did at home through the videos, podcasts, etc.

Example Activities

 These activities can include:  Debates  Role-play  Lab activities  Case studies  Discussions  Scenarios  Simulations  and more…

Gear to Make Videos

 Screen-casting software  Computer  Pen-tablet input device  Microphone  Webcam.  Pen-table device and software may be all that is needed because most new computers have built in microphones and cameras.

Simple Tools

 Pen and tablet (Bamboo - $60 on up)  Graphics software (Gimp – Free)  Microphone ($10 on up)  Video camera (most computers have cameras)  Computer (iMac or PC)

Screen casting software

 Captures your computer screen.  With microphone, software can record voice.  Many available programs, some are free and open source. Find a program that works for you.  Video capture software (Screen-o-Matic is free; Camtasia Studeo is not)

Pen annotation

 Key Piece of Equipment – software that has pen annotation feature  One is Wacom Bamboo.

Advanced Tools

 Cameras  Microphones  Lighting  Green Screens  Tripods  Editing Software  Involves many $$$$

The Upside

 Students become engaged in their own learning.

 Since concepts are learned at home, the classroom becomes an active laboratory for application of these concepts.

 The instructor is readily available to help lagging students, challenge exceptional students and nurture the average student.

The Downside

 Creation of the videos and podcasts and other resources is time intensive.

 Instructors need to learn a variety of skills outside of their teaching area.

 Creation of classroom activities is a vital part of flipping the classroom.

 This is where concepts are applied to real-world situations.

 Finding or creating appropriate videos on-line

Some Tips

  Start small Don’t flip all of your courses  Don’t flip everything in a course  Do simple things  Do talk overs on PowerPoint slides  Use a pen and tablet to animate the lecture  Use screen capture along with a computer camera

More Tips

  As you become more comfortable with the concept, move to using mounted cameras, lighting, green screens and other video technologies.

Don’t re-invent the wheel  Don't hesitate to use already created videos on sites such as YouTube, Khan Academy, Alanis Business Academy, Finance Learning Academy, etc.

Questions??