Transcript Roadmap - LOEX Conference

Play It Backwards:
Flipping the Library Instruction Classroom
Teague Orblych
&
Michelle Dunaway
LOEX
Nashville, Tennessee
May 3, 2013
R OADMAP
1. What is flipped instruction?
2. How we flipped the library instruction
classroom
3. Outcomes
4. Why flip? Why not?
5. Tips for flipping
6. Questions
#flipclass
#loex2013 #flipclass
http://pinterest.com/mdunawa/flipclass/
http://libguides.umd.umich.edu/flipclass
I. W HAT IS FLIPPED INSTRUCTION ?
#flipclass
F LIPPED
INSTRUCTION
A pedagogical model in which
the typical lecture and
homework elements of a class
are reversed.
EDUCAUSE, 2012
#flipclass
T RADITIONAL MODEL VS .
F LIPPED MODEL
Traditional Classroom
Attend Class,
Watch/Listen
to Lecture
Apply
Concepts
Individually
Flipped Classroom
Watch/Listen
To Lecture
Individually
Apply
Concepts
In Class
#flipclass
F LIPPED
Outside of the classroom,
students engage in…
MODEL ( CONT.)
In the classroom, students
engage in…
•
Reading
•
Peer instruction
•
Watching recorded lectures
•
•
Listening to podcasts
Team-based problem
solving
•
Individual exercises
(Sams and Bergmann, 2013)
#flipclass
The flipped classroom is one
in which students are applying
what they have learned
during class, rather than on
their own, outside of class.
#flipclass
W HY
FLIP ?
Where in the learning
cycle do students most
benefit from face-to-face
instruction?
#flipclass
B LOOM ’ S TAXONOMY AND THE
F LIPPED C LASSROOM
Evaluating
…allowing
instructors to
spend class
time on
upper-level
activities.
Analyzing
(Sams and
Bergmann, 2013)
Creating
Applying
Lower-level
activities are
shifted out of
the classroom…
Understanding
Remembering
#flipclass
II. F LIPPING THE L IBRARY
I NSTRUCTION C LASSROOM
#flipclass
W HAT
WE DID
Flipped Classroom
Version A
Flipped Classroom
Version B
Before class:
Before class:
•
LibGuide
•
Independent exercise
During class:
•
Discussion of exercise
•
Screencast tutorials
During class:
•
Team-based learning
exercise
#flipclass
V ERSION A
Before
class:
LibGuide
http://libguides.umd.umich.edu/content.php?pid=131736&sid=1129674
#flipclass
V ERSION A ( CONT.)
1. Read the Lib Guide “Locating High Quality
Resources” on the Mardigian Library webpage
under the following URL:
http://libguides.umd.umich.edu/linguisticsresou
rces
2. Using the tips from the Lib Guide, find a book
or an article on a topic within linguistics.
3. Open an email and address it to Teague
Orblych [email protected] and Daniel
Davis [email protected] with subject
line: Library Assignment.
4. In the email explain your search process
briefly.
5. If you chose to locate a book, copy the book
record URL from the Mardigian Library Catalog
and paste into the email.
#flipclass
T HE R UBRIC
0 - Emerging
1 - Developing
2 - Proficient
3Distinguished
Evaluates Authority
[…]
[…]
[…]
[…]
Evaluates Accuracy
[…]
[…]
[…]
[…]
Evaluates Relevance
[…]
[…]
[…]
[…]
Evaluates Currentness
[…]
[…]
[…]
[…]
Evaluates Objectivity
[…]
[…]
[…]
[…]
View the full rubric, including performance indicators, at
http://libguides.umd.umich.edu/flipclass
#flipclass
V ERSION
B
Before class, students viewed screencasts (≈ 35 minutes)…
Overview of Library Website
The Library Catalog
Selecting a Database
Using Databases
Using Databases (continued)
Evaluating Sources
Common Errors
http://libguides.umd.umich.edu/content.php?pid=209460&sid=1745075
#flipclass
V ERSION
B ( CONT.)
…then, during class, students engaged in
a team-based learning exercise.
#flipclass
III. F INDINGS
#flipclass
Version A (LibGuide)
Version B (Screencasts)
N = 82
N = 51
Not
High
Quality
20%
High
Quality
80%
HighQuality
25%
Not
HighQuality
75%
#flipclass
IV. D ISCUSSION
>
Reviewing a LibGuide before class was more effective
than viewing video tutorials before class. But
why?
#flipclass
L IB G UIDE
FTW !
• Time between viewing screencasts and attending instruction
sessions
• A LibGuide can be used (e.g., it has links and instructions),
whereas screencasts can only be viewed (and thus require note
taking or memorization)
• Students did not view the screencasts
What do you think?
#flipclass
T HE FLIPPED CLASSROOM :
B ENEFITS
• Redefines class time as a student-centered
environment
• Opportunity to engage in formative assessment
• Increases student engagement
• Makes better use of librarians’ expertise
#flipclass
T HE FLIPPED CLASSROOM :
CHALLENGES
• Requires collaboration with faculty
• More labor intensive than the traditional lecture
model
• Digital divide issues
What else?
#flipclass
TOOLS FOR FLIPPING THE
CLASSROOM
Get more tips and info about tools for flipped instruction at
http://pinterest.com/mdunawa/flipclass/
#flipclass
TAKEAWAYS
• Flipped instruction is a pedagogical model in which the
traditional lecture and homework elements of a class are
reversed.
• Flipping involves more than simply requiring students to
watch pre-recorded lectures before class. The flipped
classroom is one in which students are applying what they
have learned during class, rather than on their own,
outside of class.
• Flipping can involve a wide variety of activities during both
the outside-of-class lecture and the in-class active learning
activities.
#flipclass
References
EDUCAUSE. (2012). 7 things you should know about flipped
classrooms. Published by Educause Learning Initiative.
Retrieved from
http://www.educause.edu/library/resources/7-thingsyou-should-know-about-flipped-classrooms
http://pinterest.com/
mdunawa/flipclass/
Sams, A., & Bergmann, J. (2013). Flip your students’ learning.
Educational Leadership 70(6), 16-20. Retrieved from
http://www.ascd.org/publications/educationalleadership/mar13/vol70/num06/Flip-YourStudents%27-Learning.aspx