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What is flipped classroom

What is flipped classroom
The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Center for Teaching). In the flipped classroom, the roles and expectations of students and teachers change where: students take more responsibility for their own learning and study core content either individually or in groups before class and then apply knowledge and skills to a range of activities using higher order thinking, teaching 'one-to-many' focuses more on facilitation and moderation than lecturing, though lecturing is still important. Diagram 1: Learning opportunities of the flipped classroom (adapted from Gerstein) Educational technologies are an important feature of the flipped classroom as they can be used to:

http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html

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Modern Learning Strategies Workshop Public online workshop runs: 5 May – 6 June 2014 About the Workshop The Networked Age demands a new set of learning skills and tools. JOLT - Journal of Online Learning and Teaching Natalia V. Smirnova Instructor of English as a Second Language Department of Foreign Languages National Research University Higher School of Economics Saint Petersburg RUSSIA smirnovan@hse.ru Irina V. Nuzha Associate Professor of Teaching English as a Second Language Department of Foreign Languages National Research University Higher School of Economics Saint Petersburg RUSSIA inuzha@hse.ru

Five Pedagogical Practices to Improve Your Online Course Written by: Rob KellyPublished On: February 8, 2014 Because online courses have fewer opportunities for the spontaneous, real-time exchanges of the face-to-face classroom, online instruction requires a deliberate approach to design and facilitation. As Bethany Simunich says, “Online, learning doesn’t happen by chance.” Methods of Evaluating Teaching Evaluation of teaching can have many purposes, including collecting feedback for teaching improvement, developing a portfolio for job applications, or gathering data as part of personnel decisions, such as reappointment or promotion and tenure. Most of the methods described below can be used for all of these functions. In general, efforts to collect information for improvement can be informal and focus on specific areas an individual instructor wishes to develop. Information for job applications involves presenting one’s best work and meeting the requirements outlined in job ads. However, when the purpose of evaluation is personnel decision making, it is important to use a comprehensive and systematic process.

UNSW Teaching Staff Gateway The value of a flipped class is in the repurposing of class time into a workshop where students can enquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions, instructors function as coaches or advisors, encouraging students in individual enquiry and collaborative effort. The wide range of potential benefits of using a flipped classroom includes, but is not limited to, the fact that it can: provide an opportunity for reflection be used to revisit important concepts and content, checking understanding and clearing up misconceptions assist students with accessibility concerns assist students with English as a second language help students revise content assist peer learning and social interaction through collaborative projects teach students to take responsibility for own learning increase student-to-student engagement shift priorities from covering materials to mastering.

[ARCHIVED] Studies of e-portfolio implementation (videos and toolkit) : Jisc Two online resources providing guidance on large-scale implementation of e-portfolio tools in UK further and higher education are available to supplement the 2008 JISC publication, Effective Practice with e-Portfolios The online resources, five video case-studies and an online toolkit for managers and practitioners, explore the issues, challenges and benefits of scaling up e-portfolio use across a university or college, and offer opportunities to explore the pros and cons of different approaches and methodologies. The e-Portfolio Implementation Toolkit The e-Portfolio Implementation Toolkit1 is the output from the JISC-funded e-Portfolio Implementation (ePI) study2 led by the University of Nottingham. Video case studies Five institutional case studies providing insights into the decision making around procuring, embedding and integrating e-portfolios across the curriculum are available to view below.

Articulate Storyline E-Learning Demos & Training Examples Sales Orientation Sales Orientation by ThinkingKap Learning Solutions, Inc. View the Articulate Storyline example (See more examples in the Articulate Storyline showcase) View the interactive example → Periodic Table Periodic Table by Phil Mayor, Elearning Laboratory View the Articulate Storyline example (See more examples in the Articulate Storyline showcase)

Resources This page includes continually updated resources on elearning, mlearning, serious games, and health literacy. Scoop.it resources Symbaloo resources To create your own Symbaloo resources, read this post. Strategies for Online Teaching Online teaching is increasingly common at many types of higher education institutions, ranging from hybrid courses that offer a combination of in-person and online instruction, to fully online experiences and distance learning. The following resources provide guidelines for creating an online course, best practices for teaching online, and strategies for assessing the quality of online education. CRLT Occasional Paper #18: Online Teaching (Zhu, Dezure, & Payette, 2003) This paper explores key questions to consider when planning an online course and provides guidelines for effective instructional practices. Instructional Design (Illinois Online Network) An ever-changing collection of articles related to teaching online (including Tip of the Month), basic resources, and spotlight issues. As this site is well-maintained, it is worth occasionally checking in to see if new material has been added.

Using VoiceThread to Build Student Engagement - Faculty Focus Online educators have long known that asynchronous discussion is deeper than face-to-face discussion due to the increased thought time and the “democratization” of the classroom. But one major disadvantage of traditional online discussion is that it is separate from the lecture. Students in a face-to-face classroom can stop the instructor during the lecture to ask questions, whereas students in an online classroom generally read or watch the lecture at one time and then discuss it in a separate forum later. Any questions or thoughts that the students have during the lecture are generally forgotten by the time that the students reach discussion. Plus, online discussion is usually tracked into preset questions determined by the instructor. But a new technology allows online instructors to reconnect discussion to the lecture.

Flip the Perspective for Effective Course Design You’re the site safety manager and arrive at company headquarters to find the workplace in disarray. Tables are knocked over, the place is littered with documents, and your cubicle is covered in slime. And you can’t find anyone in the building. Footage from the security cameras reveal that the site’s been overrun by aliens and all of the staff has been abducted. What do you do? A New Pedagogy is Emerging...And Online Learning is a Key Contributing Factor In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.” What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education. In looking at what these pedagogical changes are and their implications for students, faculty, staff, and institutions, we consider: What drives the development of this new pedagogy? Changes in society, student expectations, and technology are motivating innovative university and college faculty and instructors to re-think pedagogy and teaching methods.

Milheim - Examining Student Needs in the Online Classroom through Maslow Karen L. Milheim Contributing Faculty Center for Student Success Walden University Minneapolis, MN 55401 USA karen.milheim@waldenu.edu Introduction Distance education has rapidly evolved over the past decade. While courses have been delivered at a distance for more than a century (Valentine, 2002), as recently as the 1990s, traditional brick-and-mortar universities continued to engage students in paper-based correspondence courses, using course packets and the postal service as a primary means of delivering content and materials.

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