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Flipped and Online: How to Apply a Flipped Model when Developing an Online Course

Flipped and Online: How to Apply a Flipped Model when Developing an Online Course. Johanna Creswell Báez, PhD, LCSW Cossy Hough, LCSW Ginger Lucas, LMSW. Defining a Flipped Classroom. Terms Inverted Backwards Upside down Components

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Flipped and Online: How to Apply a Flipped Model when Developing an Online Course

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  1. Flipped and Online: How to Apply a Flipped Model when Developing an Online Course Johanna Creswell Báez, PhD, LCSW Cossy Hough, LCSW Ginger Lucas, LMSW

  2. Defining a Flipped Classroom • Terms • Inverted • Backwards • Upside down • Components • Activities that promote individual learning become homework • Class time focused on applied learning and discussion

  3. Flipped Pedagogy in Social Work • Over the last decade, there has been a pedagogical movement towards active learning, such as flipped classrooms (Berrett, 2012). • Only two studies have recently been published with a focus on the flipped classroom in social work education (Holmes, Tracy, Painter, Oestreich & Park, 2015; Sage & Sele, 2015). • Holmes et al. (2015) described a flipped foundations methods practice course and used Google products in both a foundation and advanced masters course. • Sage & Sele (2015) outlined the benefits of using reflective journaling as a flipped classroom technique in two social work practice courses. • More research is needed into the benefits and use of flipped classroom techniques in social work.

  4. Positives of Flipping What have you experienced?

  5. Positives in Flipped Pedagogy • Class Time Spent On Higher Order Thinking Skills • Increased Student Engagement- no longer passive participants • Peer learning

  6. Challenges of Flipping What have you experienced?

  7. Challenges for Instructors and Students Instructors • Time • Need students who follow through (assessment of learning) • Technology and resources Students • Time • Need to be responsible, independent learners • Technology

  8. Modify Flipped Instruction:Online Learning in Social Work 1. Pre class: Prior Knowledge • Ensure students bring knowledge of key concepts • EduCanon 2. During class: Application • Help students with engagement • Voice Thread 3. Post class: Feedback

  9. Example from MSW Macro Class • Financial Management, Administration Students • Learning different revenue streams, including grants • Before class, students analyzed a recent RFP and posted via an asynchronous bulletin board about pros and cons of applying for the grant (show Canvas) • The class time was then used for different class members to present their findings and the class decided on if the non-profit should apply for the grant (see synchronous video discussion via Adobe Connect) • Further, a non-profit executive guest speaker provided an analysis of revenue streams and grants for the latter half of the class (see synchronous video discussion)

  10. Example from MSW Assessment Course Pre-Class: Flipped & Online • Reading, Lecture & Community Walk (create video) During Class: • Flipped: Bring video to class, complete assessment in groups • Online: Group video editing- ID assessment data • Houston- Second Ward Community Post-Class: • Students upload video to class YouTube channel for peer and instructor feedback

  11. Example from BSW Practice Course • Field Agency Scavenger Hunt • Readings, agency assessment • Students gather relevant information from field placement site • Production of electronic presentation using Screencast-o-matic, submit through Canvas • View two presentations from peers and leave feedback • Answer discussion question and respond to others in Canvas

  12. Thanks, Resources, References & Questions • Please take a look at our compiled resources on flipped classroom techniques. • Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012. • Holmes, M., Tracy, E., Painter, L., Oestreich, T., & Park, H. (2015). Moving from Flipcharts to the Flipped Classroom: Using Technology Driven Teaching Methods to Promote Active Learning in Foundation and Advanced Masters Social Work Courses. Clinical Social Work Journal, 43, 215-224. • Sage, M., & Sele, P. (2015). Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation with Social Work Students. Journal of Social Work Education, 51(4), 668-681. Special thanks to University of Nebraska Omaha Grace Abbott School of Social Work for providing funding for Johanna Creswell Báez and collaboration in flipped online social work classes.

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