Flipped T eaching (Classroom ) Workshop Center of Excellence in Teaching and Learning, PPU

1. Flipped Teaching (Classroom) Workshop Center of Excellence in Teaching and Learning, PPU Dr. Ghassan Omar Shahin Dept. Of Information System & MM, CASI, PPU Wednesday, 15-8-2018

2. Please Tell Us Why You Are Here! (in few words)

3. Flipped Teaching Activity No. 1 Duration: 5 minutes for participants to complete 5 minutes to Share with us !! (use flipped chart)

4. Who are our students? • The Baby Boomers (born between 1946 and 1964) growing up in a time of economic expansion and prosperity, major social movements, and national optimism. • Core values include optimism, team orientation, personal gratification, health and wellness, personal growth, work, and involvement. • Generation X (born between 1965-1977) witnessed corporate layoffs and corruption, inflation, the energy crisis, and nuclear proliferation. • Core values include diversity, thinking globally, balance, techno-literacy, fun, informality, self-reliance, and pragmatism. • Generation Y (born 1977 through 2000) grew up being defined by 9/11, bombings in Oklahoma City and school shootings. They were raised in a child focused environment. • Core values include optimism, civic duty, confidence, achievement, sociability, morality, street smarts, and diversity. • Generation Z (Millennials) (born early 1990s to present) grew up with the internet, cell phones, I-Pads and I-Pods. They get information fast and expect it quickly. They often are seen as inpatient and are technically savvy. • Core values are a sense of social justice, philanthropy and maturity that comes with growing up in an economically depressed time.

5. Flipped Classroom /Flipped Learning Is FC the same as FL? i.e. can we use them interchangeably? Is there a relation to Blended Learning? Activity No. 2 

6. Definitions of flipped classroom • Flipped Classroom is: • 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). The key purpose of the flipped classroom is to engage students in active learning where there is a greater focus on students' application of conceptual knowledge rather than factual recall http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.html • “a form of blended learning in which students learn content online by watching video lectures, usually at home, and homework is done in class with teachers and students discussing and solving questions. Teacher interaction with students is more personalized – with guidance instead of lecturing.” https://blog.capterra.com/flipped-classroom-vs-flipped-learning-whats-the-difference/

7. Definitions of flipped learning • Flipped Learning is: • “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf • a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. https://www.heacademy.ac.uk/enhancement/starter-tools/flipped-learning-0

8. Activity No. 3 Is/are the approach(s) you use good enough for student’s learning? If yes, how good? If no, what would you do to make it better?

9. How Do We Learn? Mastery Level Average Retention Rate LOWEST HIGHEST

11. An FC model Learning opportunities of the flipped classroom (adapted from Gerstein)

12. key elements of the flipped classroom • Provide an opportunity for students to gain first exposure prior to class. • Provide an incentive for students to prepare for class. • Provide a mechanism to assess student understanding. • Provide in-class activities that focus on higher level cognitive activities. https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

13. Activities before and in class for FC • http://flexible-learning2015.sites.olt.ubc.ca/files/2015/03/flipped-classroom.pdf

14. Before Class During Class After Class What Does The Flipped Classroom Look Like? Get familiar with basic concepts and definitions by doing background reading and/or viewing brief videos. Projects, problem-solving, small-group discussions,case studies, clicker questions. Study, review key concepts, additional readings, practice tests/quizzes.

15. Activity No. 4 • Can you think of FC benefits to students and lecturers? ( in 5 minutes)

16. FC benefits for students • When students watch or listen to lectures at home, and then solve problems and apply the new knowledge in the classroom, they get less frustration with their homework. • When they don't understand a new concept,they can ask questions and get immediate targeted answers. • The time spent in the classroom becomes not enough for all the conversations and collaboration that inevitably spur fromexploring subjects in a deeper manner. • Last but not least, students who are absent due to illness, too long a commute, or any other reason, cancatch up with their peers faster and easier with the flipped classroom modelthan with the standard one.

17. FC benefits for lecturers • When students come prepared to class, there's little to no need for teachers to address content related questions. Instead,they can support students in better understanding the concepts through practical application. • Once a lecture is done, it can be reused as many times as the teacher wants, until the content becomes outdated. • The flipped classroom gives more freedom to teachers to decide upon how much time to spend with each student. Struggling students, great performers, introverted kids, and extroverted ones can get the attention each of them needs. • Last but not least, it offers more transparency for parents, who will know exactly what their kids are preparing for at school. This can also improve the communication between parents and teachers.

18. Blooms Model in relation to FC/FL

19. Role of technology in FC Technology can support flipped classrooms through the following affordances: • Capture content for students to access at their own convenience and to suit their pace of learning (e.g. lecture material, readings, interactive multimedia), • Curate content for students to gather their own resources. • Present learning materials in a variety of formats to suit different learner styles and multimodal learning (e.g. text, videos, audio, multimedia), • Provide opportunities for discourse and interaction in and out of class (e.g. polling tools, discussion tools, content creation tools), • Convey timely information, updates and reminders for students (e.g micro-blogging, announcement tools), • Provide immediate and anonymous feedback for teachers and students (e.g. quizzes, polls) to signal revision points, • Capture data about students to analyse their progress and identify ‘at risk’ students (e.g. analytics). http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.html

20. Next …. Flipped learning, some myths • Myth: Flipped learning is predicated on recording videos for students to watch before class. • Fact: Flipped learning does not require video. • Myth: Flipped learning replaces face-to-face teaching. • Fact: Flipped learning optimizes face-to-face teaching. • Myth: Flipped learning has no evidence to back up its effectiveness. • Fact: Flipped learning research is growing at an exponential pace and has been since at least 2014. • Myth: Flipped learning is a fad. • Fact: Flipped learning has been with us in the form defined here for nearly 20 years.

21. Myths .. Cont. • Myth: People have been doing flipped learning for centuries. • Fact: Flipped learning is not just a rebranding of old techniques. • Myth: Students and professors prefer lecture over flipped learning. • Fact: Students and professors embrace flipped learning once they understand the benefits. • Assertion: Flipped learning provides a platform for implementing active learning in a way that works powerfully for students.https://er.educause.edu/articles/2017/9/myths-and-facts-about-flipped-learning

22. Flipping pillars • FC may lead to FL… • To move from FC to FL, you need to consider the FOUR PILLARS of flipping: • Flexible Environment • Learning Culture • Intentional Content • Professional Educator

23. 4 Pillars …

24. Activity No. 5 What would you do to flip a classroom? i.e. what are the steps you would follow to actually implement an FC? You may work in pairs!! Duration: 10 minutes.

25. Steps to flipping the classroom Create, Meta Reflect Clearly Defined Learning Outcomes Receives E-Books, HEA Resources, Case-studies Discuss, Explore, Create Discuss & Meta Reflect

26. Benefits of FL Benefits: • Students personalize their learning • The teacher is available to help students with higher level learning • Absent students don't miss out on key content • Inclusive • Promotes independent learning • Promotes digital fluency

27. Challenges of FL Challenges: • It can create or exacerbate a digital divide • Students not engaging with content prior to class • Increased teacher workload http://elearning.tki.org.nz/Teaching/Future-focused-learning/Flipped-learning#js-tabcontainer-1-tab-3

28. Reported benefits in the literature • Anytime/multiple access to materials • Better performance in tests/quizzes/homework • Better time management • Enhanced collaboration skills • Enhanced communication skills • Existing resources that can be adopted • Facilitation of problem solving strategies/skills • Improved understanding of new concepts • Increased knowledge retention of material • Increased motivation/engagement towards learning

29. Benefits .. Cont. • Increased practice time • Increased self-efficacy • Increased student-instructor interactions • Larger content coverage • More opportunities to receive feedback • Reduced anxiety towards new challenges • Self-regulated pace/independent learning • Support of multiple learning/instructional preferences

30. Activity No. 6 Can you think of any difficulties/ limitation in implementing FL? (in 5 minutes)

31. Reported limitations in the literature • Greater upfront investment for development of resources (e.g., targeted reading, videos, etc.) • Higher set-up cost • Increased requirement for self-discipline • Increased student workload • Limited opportunity to ask questions during pre-class activities • Reduced motivation/engagement in class • Technology challenges (e.g., videos not complete/with errors; not working)

32. Off-site ideas • Access external online content • Websites, downloads, podcasts, YouTube, SlideShare, MOOC, OER • Plus internal resources: lecture capture, • Gather real-world data: • survey, interview, measurement, video, observation, visits, field-trips (online or f2f) • Interact: • Group discussion, exercise, data analysis, join SIG, (adopted from Prof. John Traxler presentation)

33. On-site ideas • Discuss/share: problems, results, findings, difficulties • with lecturer, students (adopted from Prof. John Traxler presentation)

34. Remember: The Flipped Classroom is NOT: • Just online videos • About replacing teachers with videos • An online class • Students working without structure • Students working in isolation • Students spending the entire class online

35. The Flipped Classroom IS: • A means to increase teacher contact time • An environment that increases student responsibility • Blending of direct instruction and constructivist learning • A class where all students are engaged • A class where absent students won’t fall behind • A class where all students are engaged in their learning

36. Example of e-business course/ casi

41. Take Away  Recommended for each one of the distinguished participants: Try to apply what we had covered during this workshop and prepare a plan for at least one class session of a course you are teaching this semester. I am ready for any assistance needed, and we may all gather together in one day to discuss all your FC plans before implementing it (for those who wish to)

42. bibliography https://www.knewton.com/infographics/flipped-classroom/ https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ https://facultyinnovate.utexas.edu/flipped-classroom https://er.educause.edu/articles/2017/8/flipping-the-flipped-classroom http://flexible.learning.ubc.ca/research-evidence/research-articles-2/flipped-classroom/ http://flexible-learning2015.sites.olt.ubc.ca/files/2015/03/flipped-classroom.pdf https://www.adelaide.edu.au/flipped-classroom/about/ https://www.forbes.com/sites/pascalemmanuelgobry/2012/12/11/what-is-the-flipped-classroom-model-and-why-is-it-amazing-with-infographic/#39d955fc50bf https://elearningindustry.com/8-flipped-classroom-benefits-students-teachers https://www.adelaide.edu.au/flipped-classroom/resources/ https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf https://www.heacademy.ac.uk/enhancement/starter-tools/flipped-learning-0 http://www.theedadvocate.org/the-four-pillars-of-flipped-learning/ http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.html https://er.educause.edu/articles/2017/9/myths-and-facts-about-flipped-learning https://www.forbes.com/sites/barbarakurshan/2017/04/26/what-you-should-know-before-flipping-for-flipped-learning/#4d16da5023cc http://www.edudemic.com/guides/flipped-classrooms-guide/ http://elearning.tki.org.nz/Teaching/Future-focused-learning/Flipped-learning#js-tabcontainer-1-tab-3 https://blog.capterra.com/flipped-classroom-vs-flipped-learning-whats-the-difference/ https://edtechmagazine.com/k12/article/2014/07/whats-difference-between-flipped-classroom-and-flipped-learning

43. Thank you شكرا لحضوركم