Flipped classroom -Students as producers

© 2016 IEEE. Flipped classroom is something that more and more teachers add to their teaching plans. To use video recordings of their lectures as a support for the students and then focus more on working with the curriculum in class has become a method that is adopted by an increasing number of lecturers. In higher education the students are adults. This implies that it needs to be a form of lecturing adapted to adults. From the area of organizational learning, and from andragogy, the key to learning lies in motivation and the motivation is triggered by engagement that in its turn stems from involvement. However, involving the learner in their own learning process is also about 'letting go' of the teachers' full control. But is it necessary to maintain control? Is it possible to view the undertaking as a learning experience also for the teacher/lecturer? What control should be executed and what can one let go of? The research done at Hedmark University of Applied Sciences, show some interesting features. The courses have been 'Learning Organizations' (autumn) and 'Knowledge Management' (spring). The lectures have been in the form of streaming video and the course is organized as three full day seminars each semester/course. Each day has had a similar approach: a browse through the different chapters that are going to be discussed. Then follows solving assignments related to the presented topics, first in small groups, then in plenary. Before the lunch break, the students present suggestions towards possible new assignments. During the lunch break, the lecturer writes up the assignment using the input from the students. There is a quality check regarding the topics being within the scope of the seminar. After the lunch break, the students solve the assignment, first in small groups, then in plenary. The assignment and solution(s) are discussed using the following standard: 1. What did we learn from the assignment? 2. What did we learn from making the assignment? 3. Which issues raised in the assignment could be elaborated further, either as a mandatory assignment (fall) or an exam (fall and spring)? It is important to be clear and unambiguous about the learning objective of the course. It is also important to keep the scope within the limitations of the main literature. (This does, however, not exclude added resources like research papers, external links, etc.) Note also that there is a balance between the literature of the curriculum and the way the courses are taught. The course on 'Learning Organizations' includes a section on how adults learn, and thus they are 'convinced' about the method of teaching. The course 'Knowledge Management' has the course 'Learning Organizations' as a prerequisite, so it also 'inherits' the way of lecturing/teaching/learning. This involvement, the students claim, has contributed to enhancing their learning outcomes. The students seem to grow accustomed to the organization and 'expectations' the program. Also the average grades from last fall have improved from an average grade of C to an average grade of B. The activity in the classroom has shifted from the front of the classroom to the whole classroom. A few Observations made during this process are: 1. The students are far more strict than the lecturer 2. The students suggest wider assignments than suggested by lecturer 3. The lecturer receives numerous tips and hints to support creating new assignments 4. Even if it is not 6 hours lecturing, it is a demanding task to secure that the assignments and solutions at all times are within the framework of the learning objective 5. For the second and the third seminar, it is important to seek to include at least parts of the previous literature. The paper will detail the different issues tied to the process of this 'flip' and seek to explain the findings using relevant theory

The Journal of the Center for Interdisciplinary Teaching and Learning

IMPACT: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl).In this issue, podcasts are looked at as a pedagogical game changer. Using the award-wining podcast Serial as their catalyst, this issue's essayists look at podcast's emerging role in higher education, how multimodal learning can help students find their voices, the podcast's place in the curriculum at a criminal justice college, and how podcasts can inspire students to reflectively assess their own writing. Our reviewers take a critical look at the podcasts Welcome to Night Vale and Revisionist History

Extending the flipped classroom model: Developing second language writing skills through student-created digital videos

This paper describes a project that aimed to leverage the students\u27 interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would form part of the already established flipped classroom model. Feedback from students suggests that there was tension between students as producers, and students as consumers. Student-created videos promoted second language learning through research, simplification, explanation, and encouraged more focus on form, promoting accuracy in English. However, it was also noted that students prefer a teacher explanation than a peer explanation and there were concerns over the trustworthiness of a peer- produced video tutorial

Flipping the classroom : a design study of the adoption and adaption of new pedagogy in a higher education context

The Flipped Classroom idea is simple: the students consume lecture content as videos or audios individually in their own time, freeing­-up lecture time for more interactive and constructive pedagogies, with the students being more engaged and active in class. Does this fit with the Higher Education context? Specifically anywhere in Warwick (a research-intensive university in the English Midlands)? This paper reports on the initial phase of a Design Thinking investigation inspired by the basic Flipped Classroom idea, looking for ways in which it may be adopted and/or adapted to fit into existing or changing HE practices, in specific well defined contexts. In doing so, important lessons are learned concerning the diversity and specificity of the disciplines that are considered (english literature, medicine, psychology, teacher training, history, chemistry). The cases presented in the 7 design studies each illustrates how an academic teacher has designed new practice to address problems encountered in teaching, by applying pedagogy that stands out from the everyday pedagogies of their disciplines. They show how designerly practitioners can reflect upon teaching, identify "threshold concepts" and areas of difficulty (or even liminality), and respond with additional design and development work

Facilitation of student-staff partnership in development of digital learning tools through a special study module

A student-staff partnership was formed as part of a final year special study module to provide dental students the opportunity to work closely with faculty to produce high-quality e-learning resources in areas of the curriculum identified by the students as particularly difficult. The student-staff team identified the following themes as major influences on the success of the project: student-staff interaction, ownership, managing expectations, time pressures, and co-creation partnership benefits. This partnership resulted in a valuable learning experience for both the students and staff involved. The resource developed was evaluated by junior dental students in second and third year of the five year Bachelor of Dental Surgery (BDS) degree programme at Glasgow Dental School and showed a high degree of acceptability by those in both groups. The quality assurance built into the process has resulted in an e-learning resource that has been incorporated directly into our flipped classroom model for pre-clinical skills teaching

Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?

Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice

Engineering at San Jose State University, Fall 2012

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Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa

The purpose of this report is to provide an overview of the present and future impact of digital learning on teacher education in Sub-Saharan Africa. Digital learning in this report is defined as any instructional practice that uses new communication technologies effectively to improve access to and strengthen learning. The focus of the report is student-teachers and teachers. The 2015–2030 Sustainable Development Goals (SDGs) explicitly seek to substantially increase the supply of well-qualified teachers in the region, drawing on international forms of development and co-operation where necessary (Goal 4)

Innovating for Learning: Designing for the Future of Education

Teaching has moved online as the world has moved online and learning is losing its sense of physical location with the availability of many different options from mobile to MOOC (Massive Open Online Course). The impact of online learning is not confined to distance learning; when a student attends a campus university they are now as likely to meet with their fellow learners virtually as face to face. The education sector has yet to fully adapt to what this means, and indeed there strong signs of a built in resilience from providers, employers and students themselves which may mean an apparent evolution is more likely than a revolution. At the same time, there are some quiet changes underway that mean we should be preparing to innovate for the revolution to come. Some of those changes are considered in work undertaken at The Open University that has been disseminated in a series of Innovating Pedagogy reports. These reports allow the academic authors to be more speculative than is usual practice and engage in considering the future, while remaining based on a view of what is happening in the sector. In particular they adopt a position focused on pedagogy that balances technology-based futurology that can dominate yet fail to resonate with those actually involved in the teaching process. The annual Innovating Pedagogy reports cover 10 topics each, with some deliberate overlap from year to year and development of themes that show innovations moving into teaching practice. This is illustrated by two cases, the impact of MOOCs and the application of learning design and analytics. The development of MOOCs demonstrates the value of reviewing pedagogy that aligns with technology. While the use of learning design and learning analytics demonstrates how improvements in the way we describe our learning processes and the way we understand learner behaviour is helping determine how choices in pedagogy impact on student satisfaction, progression and success

Teaching digital and global law for digital and global students: creating students as producers in a Hong Kong Internet Law class

In an increasingly globalised and digitalised society and economy, legal education needs to foster a different skill set among students from that taught traditionally. Law students need practice in responding to a variety of scenarios and contexts, as well as developing creative and critical thinking skills. The "student as producer" approach provides opportunities for students to build such skills by having students produce work that could benefit their fellow classmates and future cohorts, and contribute to the discipline's knowledge base. We present a case study of a final year undergraduate law course, Internet and the Law, at the Chinese University of Hong Kong where we used the student as producer approach, collaborated with external organisations and used digital tools to foster global and digital-savvy law students. Using a mixed-methods approach we highlight successes and limitations of using the "student as producer" approach, digital tools and an internationalised curriculum in our law classroom. Overall, students and staff found the approach successful in providing global and digital law students with practical skills. We also identified limitations and challenges to be addressed in future projects. Our findings speak to broader themes of active engagement, contributions, and practical knowledge for law students in their learning and future careers