Flipped Classroom

                                

EFFECTIVE FLIPPED CLASSROOM STRATEGIES

Being in the world of public education, Flipped Classroom, was a terminology I have heard a lot about it. The concept and ideas behind a Flipped Classroom as well as the supporting data, rightfully convinces you of the power, impact, and possibilities that can stem from such a learning experience.

I am a supporter and advocate of a Flipped Classroom, however; I want to first begin with my, not so positive, personal experience. I was part of a graduate class that implemented Flipped Classroom. Every week we would be assigned online videos to watch with accompanying quiz questions. The following class, the professor would address any questions we have and provide an activity to work on. Sounds great so far, right? Here is the catch. Every week we would have 8 hours worth of videos to watch and quiz questions to answer. That is about 40 videos, some ranging close to 7-8 minutes, and 25 quiz questions. Being completely, honest, after the first 10 videos I was checked out. I had lost focus and interest. The remaining videos, I was not necessarily watching to learn but more so that I could answer the questions. In this setting, a Flipped Classroom, was taken to the EXTREME. It was pushing the boundaries between what is an effective and ineffective implementation. This was an exemplar of Flipped Classroom gone wrong.

Sharing that story, was to further emphasize and clarify what a Flipped Classroom should sound and look like. I understand that the general concept of this strategy is to teach students outside of class, so that then class time can be reserved for for collaborative, hands on activities. However, the type of video, the content being addressed, and the duration must also be considered. In addition, accountability at home to ensure a student is engaged in the video is essential so that the follow up collaborative activities are successful.  If I was developing a course, on-campus or online, using the flipped classroom model, the following are exemplars of strategies I would implement to encourage active participation from students rather than passive observation: 

• Pose a discussion question after watching the video that students respond to. Encourage peers to comment on each other responses. 
• Encourage students to post their discoveries or unanswered questions after watching the video.
• Have students use a technology tool to transmediate the content they learned through watching the video.
• In a math classroom, have students create their own video, using a technology tool, that models how to solve a similar but different problem then the one shared by the teacher in the original video.

Authentic Teaching

Authentic learning can indeed occur online. I  am going to even extend my argument to claim that extended learning is even further supported by online learning than formal, in person learning. 

According to the Authentic Learning Design Framework (based on Herrington et al, 2010), task, resource, and support are at the core of an authentic learning environment.

Resources: Learning online allows for limitless resources, and more importantly, allows for delivery of content in various ways. For example, Charles Dzubian state in his lecture the difficulties of teaching students sampling distribution. It was only after showing students a video that understanding of the content was achieved. From personal experience as a 6th grade science teacher, students constantly struggled with the various abstract Earth processes, such as rock formation. It was only through a multimedia animation, that concise a thousand year process into two minutes, that students demonstrated true understanding. Even aside from video and multimedia resources, being able to research anything with the click of button is pretty unbelievable!

Supports: Online learning expands formal learning interactions, primarily student to teacher, and allows more opportunities for a student to receive valuable support and feedback.  By using online tools such as blogging, MOOCs, and other discussion boards, support can be received from other members of the classroom or even the college community.  Authentic learning does not restrict itself to interactions between a student and a teacher. By opening up your support networks, more immediate and specific support be received based on each individuals needs. 

Task:  With authentic resources and a variety of support, it is only natural then that the level of the task will be more rigorous and engaging. Sometimes what is available limits what can be taught or done. However, with online resources readily available the task being required of students can be multifaceted and personal to the student. A component of authentic learning is that student sees personal interest and importance in the task at hand. 

If I was in charge of an online learning class, in order to promote authentic learning I would...

• Provide clear expectations for the course, but allow for flexibility in student discovery and work so that it is personal for them. 
• Ask weekly critical thinking questions to engage students and start conversations.
• Be strict in that students must respond to other students blog post/ responses because of the importance of communication with others despite not having face to face interactions. Also feedback from peers is very valuable. 
• Although I think conference calls are effective, I do not think it is necessary if members of the class are communicating with each other via teacher directed tasks. 

Connectivism vs. Experiential Learning

KEY WORDS:

experiential:  here-and-now concrete experiences, continuous, reflective observations, abstract conceptualizations, active experimentation

connectivism: digital era, networks, learning ecology, cycle, collectivism

I believe that experiential learning complements and further supports connectivism.

Experiential learning is a defined as a learning process in which, knowledge is developed and reformed through ones personal experiences (Siemens, 2005, p. 26).  Learning is not fixated nor 'handed to' an individual, but constantly changing based on ones past, current, and future real time events (Siemens, 2005. p.25). Experiential learners navigate through a continuous cycle involving : concrete experience, reflective observations, abstract conceptualizations, and active experimentation (Siemens, 2005, p. 38). These four stages help mold ones learning.

 Connectivism stresses not the knowledge that exists, but the means or the 'pipeline' in which ones gets that knowledge (Kolb, 1984, p. 7). It is the learning ecology and networks that develop that are key in supporting the development of ones learning. For example, Kolb (1984) "...realizes that since "...complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation" (p. 6). It is important for individuals to be connected to others so that experiences and knowledge can both be easily shared and accessed. Technology plays a great role allowing for immediate sharing and accessing of knowledge. To a large extent, networking at this level is only possible with the technology advances present today.

  

                                 

I believe that experiential learning supports connectivism learning because, experiential allows for the creating of authentic knowledge within an individual. If individuals engage in experiential learning and then shares it with others, a network of knowledge, connectivism, is being built. According to Kolb (1984), "The starting point of the connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, and which in turn feed back into the network, and then continue to provide learning to individual" (p. 6). The visual models above further support my thinking. I visualize multiple individual experiential cycles (left)  being shared/reflected/adapted, resulting in a network or learning ecology (right).

My Online Learning Experiences

I am regular informal online learner, and a newbie to formal online learning.

I am constantly learning new information informally online! My daily routine web searches, or brain breaks from work has me going to my frequently visited websites and social media outlets. Through my online exploration I come across articles, videos, and images all sharing information from major political issues occurring around the world, to the latest fashion trends. I switch back and forth between reading and watching videos, many times depending on the content covered and my attention span.  Various forms of delivery allow me to select an appropriate method to gain information. I consider myself a diverse learner, who learns in various manners. Reflecting on my today's technology use alone, I am surprised as to how much I have learned online! Technology and online learning, because it occurs informally and effortless, many times results in learning when you don't even realize it. 

I genuinely enjoy learning, however; to help organize my thoughts I have picked two major categories, I like to learn about: education, and current events. As a former classroom teacher and current Math Coach, I am constantly opening my internet browser to learn effective teaching strategies, sample activities, and the latest educational trends. I am firm believe in not reinventing the wheel, and if there relevant resources online already created or solved why not take advantage of it. That in my opinion, is smart learning! I also enjoy learning about current events. It is amazing how engrossed in our lives we sometimes get, forgetting that there is an entire world outside of our little bubble. Being able to sit in the Library of TC but learn about events across the world makes me a more informed and intelligent individual.

Overall, my experience with online learning is positive! However,  and I am a little ashamed to say this, I do not know if I always take full advantage of online learning resources to achieve my potential and reach my own capacities. I definitely have had my moments where I watched tutorials on how to utilize tools such as Google Forms and Pear Deck effectively in my classroom, however, reflecting on that statement right now I realize that the internet has so much more to offer me and for me to take advantage of. It is my personal goal to expand my learning using what is available to me online.

In regards to formal online learning, I am still a newbie. My experience with formal online learning really began upon accepting admission into TC. My strong desire to be part of the TC community, but also my personal restrictions on becoming a full-time student, to an extent forced me to explore formal online learning. I was actually very hesitant at first, as I was originally a strong believer that connections between peers and faculty, which is important for success, can only really be developed in a face-to-face environment. However, TC and specifically this current course has proved my assumptions wrong. Through advances in tools and softwares, online learning can be comparable to face-to-face. Google+, hangouts, Google Drive all allow for fluid and constant communication and collaboration.