Transcript Flipping the Classroom: Oceanography Online and in an

Flipping the Classroom:
Oceanography Online and in
an Active Classroom
JANE E. DMOCHOWSKI, PH.D.
[email protected]
A flipped course in
Oceanography in Liberal
and Professional Studies
at the University of
Pennsylvania.
 The process, the lessons learned
 online office hours
 online quizzes
 online lectures
 active class time
 communication
 Discussion
 Best practices for "flipping" the classroom,
especially for university-level science
courses.
 Expanding to more students?
 Going 100% online
Flipping the Classroom: Oceanography
Online and in an Active Classroom
Why Blended?
Bloom’s Taxonomy of
Learning Domains
The Blended Model for
Geol130
• Understanding
and
Remembering
• Understanding
From UCDenver’s Assessment and Instructional Alignment website
• Remembering
• Analyzing,
Applying,
Online Modules
Online Quizzes
Online
Chats/collaborations
In-class:
Assignments &
Activities; Exams
• Creating,
Evaluating,
Analyzing,
Applying,
Understanding
Flipped/Blended Learning (abbreviated) History
1990’s to today
 Eric Mazur at Harvard, Peer Instruction, 1990s.
 Maureen Lage, Glenn Platt and Michael Treglia at Miami Univ:
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"Inverting the Classroom: A Gateway to Creating an Inclusive Learning
Environment" in 2000
North Carolina State “Active Learning”, RPI “Studio Physics” and MIT
“TEAL”
Early 2000’s, multiple universities (and high schools) begin using
online video to replace traditional lectures. University of Wisconsin at
Madison (computer science)
Khan Academy, 2004, Salman Khan
Mid-2000’s on, Numerous publications (see Resources) about
experiments with various models
...
Beginnings in 2008…2011-2012 Using MOOC’s + in-class
instruction/activities via EdX, Coursera, Udacity
Connection to Science Literacy
 How can blended learning help to increase science
literacy?
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Active learning, specifically inquiry-based learning, has been
identified as an effective way to disseminate knowledge in
introductory science classes because of its interactivity and
contextual basis.
Active-learning and the blended/flipped classroom.
Getting to higher-order learning objectives -> higher science
literacy. Possibly faster/easier to move toward higher order
objectives when teaching a blended class.
 Online lectures
What did I do?
 Online learning modules
Taught this course each
fall since 2006.
 Focused my class time (3
2006-2011Implemented strategies
to make the class time
incorporate more
active learning
(concept questions,
etc.), but finding time
to cover all necessary
material in addition to
doing activities was a
limiting factor to
creating a fully active
classroom.
Fall of 2012: Flipped
course!
hours every other week) with
engaging students in the
learning process
 Utilize myself as a teacher and
guide, rather than solely as a
lecturer. “Guide on the Side”
 Using a portfolio of teaching
styles to address an array of
learning styles.
 Course Management System:
Tools
Canvas
 Recording Software: Camtasia
 Chats: Skype, Adobe Connect
 Outside videos and tools:
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NOAA Learning Objects Videos:
http://www.montereyinstitute.org/noa
a/
TedEd
YouTube
Math:
MathTV
 Khan Academy
 Prentice Hall Videos

Nuts and Bolts of the Course:
Traditional classroom
14 LPS students
On-line: Total 15% of grade


Office Hours
Modules (online lectures,
quizzes and other content) 15%
 Pre-lecture Quiz
 Content Links
 Video Lecture (me), 10-55
minutes
 Post-Lecture Quizzes
In-Class/person: Total
85% of grade
 Office Hours
 Written Assignments (6) 12%
 2 Exams (70%)
 Field Trip: 3%
Grading them on the higher order, not lower order stuff, but making sure
they understand the lower order is key to ability in the higher order. Tell
them why!
Ex: Tidal Power
Collect data from 4 plants
on NOAA website…
Figure out tidal pattern and
range based on data…
E = 0.5 Aρgh2
Calculate the energy
potential from tides at each
of the sites in the table
above.
Based on all of your
calculations, which site is
best suited for a tidal power
plant. Why?
----------------------------Tidal patterns, ocean
energy, problem
solving…
Class time
• Questions on module
• Team collaborations on
written assignments
•
•
•
Work together 5-25 minutes, followed
by 5-20 minute group discussion
Not a special classroom, but I did
physically move chairs into groups of
2-4
Changed groups as I saw fit throughout
semester to mix students
Ex of “Guide-on-the-side”: Slide of an image from the module
without any text and ask students to describe and break down the
slide.
An atmospheric pressure map of the world.
“Okay, where are the high and low
pressure zones located?”
 There are high pressure zones over the
northern hemisphere’s continents and
the southern hemisphere’s oceans.
 “What does this tell you?”
 Well, we know water has a higher heat
capacity than rock so in the winter the
continents will lose the heat faster than
the oceans, and in the summer the
continents will heat up faster. So, the
high pressure zones over the northern
hemisphere’s continents shows it is cold
there, since warm air rises, creating low
pressure and cold air sinks, creating
high pressure.
 “Okay, so is it summer or winter in the
Northern Hemisphere for this graph?
 Winter!
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I then encourage them to study
this way at home.
 The idea isn’t to allow the
Important
"Computers will not
replace teachers, but
they will certainly
provide them with an
important dynamic tool
for improving the
quality of education.“Eric Mazur
technology to replace the
teaching, but to help the
teaching.
 Let your students in on this.
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State and share clear objectives.
Tell students WHAT you want them to
learn and let them know HOW to best
to study in your course so they can
learn.
I tell the students the assignments and
modules are to help you learn, they are
not meant as exams. Use them to
learn.
Compared to 2006-2011, how did the 2012
students do and how did they like it?
Comparison of Exam
Scores for LPS students in
GEOL130-601
Average of Midterm and Final Exam for LPS
students only
100
Course Evaluations
4
90
3.5
80
3
70
2.5
60
50
40
2
Overall Quality of the
instructor.
1.5
Overall Quality of the
course.
30
1
20
0.5
10
0
2004
2006
2008
2010
Year
2012
2014
0
2005 2006 2007 2008 2009 2010 2011 2012 2013
At least as well as LPS students in my “traditional” classes.
Do students really use the online lectures?
How they use the modules
5 respondents
Analysis of
Class and
Decisions
Before converting a
traditional course,
consider…
 What do you want to change?
 More in-class discussion/activity time?
 Objectives of the assignments?
 Time to review lectures?
 “The traditional approach to
teaching reduces education to a
transfer of information.”Mazur
 Are there lower-order objectives you
could address outside of class time?
 How might you effectively get to
higher-order objectives in class and
online?
 The practical stuff:
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Use your own content, or ready-made
videos?
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Peer-review/collaborations, chats…
Discussion Question:
Can this be successful with more students?
Online
In-class
 Good online course
 TA’s
management
(Blackboard, Canvas…)
 TA’s
Yes!
 Peer-work
 Paying attn to the
social dynamics of
room
 Specially arranged
classrooms
Yes!
Discussion Question:
What are the best practices?
 Make objectives clear.
 What are the learning objectives?
 How do assignments relate? (Students must state this
themselves after my assignments.)
 Why is this course flipped and how does this benefit the
student. Tell them!
 Tell students how and what you want them to learn.
 Be a “guide on the side” in class and/or online.
 Listen to the student and ask questions.
 Take the effort to group students and re-group.
 Spontaneous 5 minute “lectures” when needed to re-direct.
 Use assignments to guide and teach, not assess.
Discussion Question:
Are the benefits of a blended classroom lost when done 100% online?
Bloom’s Taxonomy of
Learning Domains
Modified Blended Model
for Geol130 -> Online
• Understanding
and
Remembering
• Understanding
From UCDenver’s Assessment and Instructional Alignment website
• Remembering,
Analyzing,
Applying,
Online Modules
Online Quizzes
Online
Chats/collaborations
In-class:
Assignments &
Activities; Exams
• Creating,
Evaluating,
Analyzing,
Applying,
Understanding
Collaboration
Example
From a research
methods course in
energy research with
only one 1-hr
meeting/week,
co-taught with Profs. A.
M. Rappe and J. M.
Vohs
Name
Name
Name
Name
Name
Name
Name
What do the students say?
 “It's easier to take notes
when I can pause the
lecture! The downside
was that if I had a
question I couldn't ask
it on the spot.”
 “The modules let me
work on my own
schedule, so the
flexibility helped me set
time aside for learning.”
 “It was a definite
advantage for me to have
the lectures accessible
to review. I'm not the
best note taker, so to be
able to go through the
lectures as many times as
necessary was very
helpful.”
What do the students say? , Part II
 “Assignments are
typically more difficult
than lectures and
quizzes, so the benefit is
that we were able to
complete most of it in
class, leading to a better
understanding of the
lectures.”
 “I’m not sure I learned
more but I think it was at
least as effective as
having done the
homework on my
own.”
Thoughts from faculty elsewhere…
 “Beth”(Geology Professor at a
primarily undergraduate
institution in Alaska): “…haven't
done it formally yet but my intro
class is moving more and more
towards this idea…but I don't
think they appreciate it, to be
honest. They see it as an
opportunity to skip class,
because they're learning what they
need to through the before-class
prep. Also, they resent the
outside work. I think that for
Intro classes they've grown to
expect that they show up to learn
stuff in lecture and do stuff in lab
and *that's it*…but perhaps it's
because we have a lab.”
 “Eric” (Geology Professor at a
large research university in
Washington state): “Frankly,
I'm apprehensive about going
virtual for Earth science
courses because so much of
the most meaningful
interaction comes from
drawing diagrams…and
dissecting them in class!”
Thoughts from faculty elsewhere, Part II
 “Adrienne” (Instructor of Child Development in a Master’s Program in
California): “I have done both...and prefer the flipped classes vs. online only.
There is a lot of prep...with making sure the info they are getting is thorough
and in numerous ways to keep them interested...then having the in person time
to elaborate, extend and answer questions about their learning. But...I don't
hate online only...it has worked for me...even when they have outside
observations and labs...I love in person teaching most, but with today's
students, they handle most things on a computer quite well…”
Thoughts from faculty elsewhere, Part III
 “Melissa” (Biology Instructor,
California): “I am teaching a lab
that is basically online scripts that
the department put together for
our introductory Biology course. I
love it! I am there, but the students
are guided through the lab online
and then come to me to sign off on
certain parts and ask questions.
There are some active segments
where they do experiments. We
just finished a lab where they
looked at effect of temperature
conditions of enzymes. It seems
the students are just less
confused than in other labs
because they are guided
through it so well…”
 “Mary”: “There are advantages to
in-person interaction that I value
in the classroom. Things get done
faster face to face, and people
communicate more efficiently
because they take advantage of
nonverbal communication as
well as verbal. I also like that I
can instantly assess how my
students are taking in the
information I'm giving in the
classroom. Online, it takes way
more time and energy from me to
figure out how my students are
absorbing information...”
Resources, Online Networks/Websites
 Flipped Learning Network: http://flippedlearning.org/
 TEAL, Technology-Enhanced Active Learning:
http://web.mit.edu/edtech/casestudies/teal.html
 Peer Instruction Network: https://www.peerinstruction.net/
 Linkedin: Technology Integration in Education
 International Society for Technology in Education
• Educause (2012). 7 Things You Should Know About
Flipped Classrooms:
http://www.educause.edu/library/resources/7-things-youshould-know-about-flipped-classrooms
• http://www.flippedclassroom.com/
 Bergman’s Blog
 Ramblings of a 21st Century Educator
Resources, Published Works in Science
Literacy
 Nuhfer, E. (2010). Multi-Campus Project: Promoting and Assessing Science Literacy in
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General Education Science Courses. Institute for Teaching & Learning
CONNECTIONS.3(4)
Stanger-Hall, K. F., Shockley, F. W., & Wilson, R. E. (2011). Teaching students how to
study: A workshop on information processing and self-testing helps students learn. CbeLife Sciences Education, 10(2), 187-198.
DeHaan, R. (2005). The Impending Revolution in Undergraduate Science Education.
Journal of Science Education and Technology, 14 (2), 253-269
Hake, R (1998). Interactive engagement versus traditional methods: A six-thousand
student survey of mechanics test data for introductory physics courses. American
Journal of Physics, 66, 64-74
Hake, R.R. 2002. "Assessment of Student Learning in Introductory Science Courses,“
2002 PKAL Roundtable on the Future: Assessment in the Service of Student Learning,
Duke University, March 1-3; updated on 6/01/02; online at <
http://www.pkal.org/events/roundtable2002/papers.html >
Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168-185.
Pyle, E. (2008). A Model of Inquiry for Teaching Earth Science. Electronic Journal of
Science Education,12(2), 1-19
Stokstad, E. (2001). Reintroducing the intro course. Science, 293(5535), 1608-1610.
Resources, Published Works in “Flipping” and
“Blending”
1. Chambers JA, Florida Community Coll, Jacksonville Center for the Advancement of Teaching and Learning. Selected
papers from the 11th international conference on college teaching and learning (11th, jacksonville, florida, april 12-15,
2000). ; 2000.
2. Crouch C, Mazur E. Peer instruction: Ten years of experience and results. American Journal of Physics 2001 SEP;69(9):9707.
3. Falco Boudet JM, Huertas Talon JL. Use of wiki as a postgraduate education learning tool: A case study. International
Journal of Engineering Education 2012;28(6):1334-40.
4. Ferreri SP, O'Connor SK. Redesign of a large lecture course into a small-group learning course. Am J Pharm Educ
2013;77(1):13.
5. Lage MJ, Platt GJ, Treglia M. Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of
Economic Education 2000 12/01;31(1):30-43.
6. Lasry N, Mazur E, Watkins J. Peer instruction: From harvard to the two-year college. American Journal of Physics 2008
NOV;76(11):1066-9.
7. Mazur E. EDUCATION farewell, lecture? Science 2009 JAN 2;323(5910):50-1.