Flipping the Classroom in an Online MATESOL Course? Christine Bauer-Ramazani

1. Flipping the Classroom in an Online MATESOL Course?  Christine Bauer-Ramazani Saint Michael's College, Colchester, Vermont TESOL 2014 CALL Interest Section Hot Topic: Enhancing Education through Technology Flipping the Classroom in Multiple Contexts(Web cast) cbauer-ramazani@smcvt.edu

2. Questions to the audience … • Do any of you teach online/full-distance courses, e.g. in a graduateprogram? (Raise your hand.) • Have you tried different ways of teaching the content for your online courses? • Lecture capture (audio/video/screen) • Lecture notes • Other cbauer-ramazani@smcvt.edu

3. The context

4. GSL606: Curriculum & Syllabus Design • A graduate course in the online strand of the MATESOL program at Saint Michael’s College • Online strand: • A mix of on-campus and distance courses • Summer = on-campus; fall + spring = distance; summer = on-campus • 4 courses (out of 12) = distance courses (3 credits ea.) cbauer-ramazani@smcvt.edu

5. Transitioning a partially on-campus/f2f and online/distance course (2012)  to full-distance (2013) • Old course structure: • Alternating weeks • Week 1: F2f class of 100 minutes • Traditional class with lecture, cases/situations, elicitation of concepts, small-group exploratory activities, small-group application activities, large-group discussions • Summaries and threaded discussions in Learning Management System (LMS) • Readings • Week 2: Online only • Reviews of documents/applications, threaded discussions, projects, peer reviews • Decide on how to deliver content online The task cbauer-ramazani@smcvt.edu

6. Flipped Classroom model adapted for online learning context • Experimentation • Use of the four PILLARS ofFLIPPED LEARNING • Flexible Environment—students choose when/where to learn • Learning Culture—student-centered, co-construction of knowledge • Intentional Content—peer instruction, problem-based learning • Professional Educator—monitoring, accountability, formative assessment Source: Flipped Learning Network 2013 Strategies & Principles cbauer-ramazani@smcvt.edu

7. Orientation meeting-f2f + recorded with lecture capture • Pre-recorded, narrated mini-lectures(~ 20 min.) • Cases/sample situations • Samples of documents (”handouts”) • Online links • Interactive activities online • application, analysis, synthesis, evaluation (Bloom’s taxonomy) Flipped Course Structure cbauer-ramazani@smcvt.edu

8. Bi-weekly narrated mini-lecture recordings • Resources: lecture capture tool (Tegrity), microphone, PowerPoint slides, links to Internet resources, documents • Tasks & Assignments (= Analysis and application)--to be discussed in the Sharing What you Learned Forumin the LMS • Response to the recording--prompts, e.g. cases/sample situations in the mini-lecture • Factors to be considered in curriculum design Design cbauer-ramazani@smcvt.edu

9. Goals/learning outcomes • Mini-recording • Discussion of samples (SMC-IEP curriculum and other Internet resources) Sample week cbauer-ramazani@smcvt.edu

10. Application • Selection of samples in students’ curriculum area • Analysis/review of samples • Synthesis with information from the readings • Sharing of findings in online discussion forum • Peer reviews Interactive Tasks cbauer-ramazani@smcvt.edu

11. Project • synthesis of what has been learned from all sources • mini-lectures • readings • analyses/reviews of applied, interactive tasks • interaction with peers and teacher in threaded discussions • peer reviews Outcome cbauer-ramazani@smcvt.edu

12. Merger of face-to-face and online instructions • Increased flexibility—recordings done ahead of time • Focus on students’ learning and formative assessment • Increased student interaction—discussions/activities • Increased flexibility—students work at their own pace • Customized learning • Increased autonomy--more responsibility for learning on the students’ shoulders • Fits with students’ expectations of 21st century instruction For the students For the teacher Advantages of adapted FLIP cbauer-ramazani@smcvt.edu

13. More preparation time for the teacher • Video recordings based on prepared scripts • Rehearsing • Searching for/posting content-relevant links and documents • Designing interactive tasks and activities • Monitoring • Assessing • More home/online work • Necessary access to video sources at home For the teacher For the students Challenges cbauer-ramazani@smcvt.edu

14. Raths, David (2014, Jan. 15). How to make the most of the flipped classroom. Campus Technology. • Raths, David (2014, Jan. 22). Assessing the flipped classroom’s impact on learning. Campus Technology. • Schaffhauser, Dian (2013, Nov. 13). Beyond the basics of the flipped classroom.T.H.E. Journal. • Flipping your classroom. (2013, Aug.). 21 Things 4 the 21st Century.  • Bolkan, J. (2013, Nov. 19). Report: Half of university faculty have flipped their classroom or will in the next year. Campus Technology. • Hamdan, N., & McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Flipped Learning Network. • Herreid, C., & Schiller, N. (2013, May). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-67. • Marshall, Helaine (2013. The Flipped Learning Approach in Adult ESL Classrooms. • Bergman, J., & Sams, A. (2012, April 27). Flipping the classroom. Excerpt from the book Flip your classroom (2012). International Society for Technology in Education (ISTE) and ASCD. Tech&Learning. • 7 things you should know about ...flipped classrooms. (2012, Feb.). Educause.  • Nielsen, L. (2012, Dec. 11). Why the flip’s a flop. The Innovative Educator. • Musallam, Ramsey (2011, Oct. 26). Should you flip your classroom?Edutopia.  • de Haan, Jac (2011, Oct. 7). Creating interactive online video using YouTube. Technology with Intention.  References cbauer-ramazani@smcvt.edu