1,714 research outputs found
Maximizing Competency Education and Blended Learning: Insights from Experts
In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning
The Benefits of Flipped Classroom Model for Efl Learners
The flipped classroom model is an instructional strategy that is currently gaining popularity among educators and instructors. It differs from the traditional teaching approach, in which teachers primarily give instructions in classrooms. Before class, students are asked to watch video that contains the materials which are going to be discussed in class. The teacher then encourages them to participate actively in class and work together with their classmates. The advantages of applying FCM in the context of EFL learners have existed since its application in every field, however only few scholars discussed it with the limited aspect. The purpose of this study is to present the benefits of FCM for EFL learners through discussing the ideas proposed by some scholars that have seen some advantages via their research. The discussion focuses on the benefits in the context of EFL learner with some elaborations concerning the importance of FCM in education field with a short elaboration of the benefits for teacher as a part of the learning process
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Innovating Pedagogy 2015: Open University Innovation Report 4
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation
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
Conditions in Which a Flipped Classroom can Successfully be Implemented: A Traditional Literature Review
We live in a world where one size does not fit all. Educational settings and learning environments continue to change and educators need to adapt to these changes. A flipped classroom is one approach that can help support educators to adapt to these educational changes. The purpose of a flipped classroom is to maximize face-to-face time with teachers and students in class, so that when students are in the classroom, teachers and students spend their time applying higher-level thinking, learning, and application of knowledge. Through an extensive review of the literature, qualitative data was collected from peer-reviewed articles gathering patterns. Twenty-six articles from different countries and educational settings, such as law classrooms to nursing education, as well as language learning, international students’ experiences, and inclusive education settings, supported the data collection. The patterns identified, revealed five evidence-based strategies necessary to the success of implementing a flipped classroom. The literature also reveals evidence-based interventions/strategies that do not contribute to the success of implementing a flipped classroom. Practical strategies are shared to support the implementation. More importantly, the strategies suggested will also benefit international student populations for utilizing the flipped-classroom method. Sharing these evidence-based strategies found in the literature will offer insights into the successful implementation of flipped classrooms for all levels of education, and would also benefit international students
Using Flipped Learning to Teach English as an Additional Language in Higher Education: A case study
Aquesta tesi investiga com la Classe Invertida (CI) pot utilitzar-se amb exit per ensenyar angles com a !lengua addicional (ALA) a la universitat. Tot i que estudis recents sobre la CI han investigat la seva eficacia pel que fa a les habilitats de lectura i escriptura, es requereix d'un major enfocament en les habilitats d'escolta i parla. La principal troballa d'aquest estudi mostra que la CI és particularment efectiva per millorar les habilitats d'expressió oral deis estudiants. □'aquesta manera, aquest estudi contribueix significativament a comprendre millor la CI.
El capítol 1 descriu els fonaments pedagogics de la CI, explora definicions i controversies al voltant de la CI. El capítol 2 mostra com la introducció de la tecnologia i els nous enfocaments d'ensenyament com la CI poden abordar la necessitat de flexibilitat, pensament crític, creativitat, col·laboració i comunicació deis estudiants.
El capital 3 presenta la pregunta principal d'aquest estudi: com es pot utilitzar la CI amb exit per ensenyar ALA a la universitat? Aixo porta a dues preguntes subsidiaries: com la CI pot ser beneficiosa per millorar !'escolta i parla en ALA?, i com perceben la CI els estudiants? Per respondre a aquestes preguntes, es compara un grup d'estudi en una CI i un grup de control en una classe no invertida. Segons les troballes, el grup d'estudi mostra una petita millora, no estadísticament significativa, sobre el grup de control en les proves de comprensió auditiva realitzades abans i després del curs. No obstant aixo, el grup d'estudi sí que obté millors resultats que el grup de control en les proves de comprensió auditiva a meitat de curs. La troballa més important revela una millora significativa en les habilitats orals deis estudiants en el grup d'estudi. Aixo pot atribuir-se a l'ús de la CI. Al permetre que les activitats de comprensió auditiva ocorreguessin fora de l'aula, es va dedicar més temps a les activitats orals a l'aula. L'estudi també mostra comentaris molt positius sobre la CI per a la practica i aprenentatge de ALA.
El capítol 4, resumeix les troballes clau, mostra certes limitacions i propasa estendre aquest enfocament de la CI al disseny universal per a programes d'aprenentatge.Esta tesis investiga cómo la Clase Invertida (CI) puede utilizarse con éxito para enseñar inglés como lengua adicional (ILA) en la universidad. Recientes estudios sobre la CI muestran sus beneficios en habilidades como la lectura y la escritura. Pero, otras habilidades como escuchar y hablar requieren también atención. El principal hallazgo de este estudio muestra que la CI es particularmente efectiva para mejorar las habilidades de expresión oral de los estudiantes. De esta forma, este estudio contribuye significativamente a comprender mejor la CI.
El capítulo 1 describe los fundamentos pedagógicos de la CI, explora definiciones y controversias acerca de la CI. El capítulo 2 muestra cómo la introducción de la tecnología y los nuevos enfoques de enseñanza como la CI pueden abordar la necesidad de flexibilidad, pensamiento crítico, creatividad, colaboración y comunicación de los estudiantes.
El capítulo 3 presenta la pregunta principal de este estudio: ¿Cómo se puede utilizar con éxito la CI para enseñar ILA en la universidad? Esto conlleva dos preguntas subsidiarias: ¿ Cómo la CI puede ser beneficiosa para mejorar las habilidades de escuchar y hablar en ILA?, y ¿Cómo perciben los estudiantes la CI? Para responder a estas preguntas, se compara un grupo de estudio en una CI y un grupo de control en una clase no invertida. Según los hallazgos, el grupo de estudio muestra una pequeña mejora, no estadísticamente significativa, sobre el grupo de control en las pruebas de comprensión auditiva realizadas antes y después del curso. Sin embargo, sí obtuvieron mejores resultados que el grupo de control en las pruebas de comprensión auditiva a mitad de curso. El hallazgo más importante revela una mejora significativa en las habilidades orales de los estudiantes el grupo de estudio atribuible al uso de la CI. Al permitir que las actividades de comprensión auditiva ocurrieran fuera del aula, se dedicó más tiempo a las actividades orales en el aula. El estudio muestra comentarios positivos acerca de la CI para la práctica y aprendizaje de ILA.
El capítulo 4, resume los hallazgos clave, muestra ciertas limitaciones y propone extender este enfoque de la CI al diseño universal para programas de aprendizaje.This thesis investigates how the Flipped Classroom (FC) can be successfully used to teach English as an Additional Language (EAL) in higher education. While recent scholarship on the FC has investigated the effectiveness of the FC with regard to reading and writing skills, a greater focus on listening and speaking skills is required. The main findings of this study show that the FC can be particularly effective at improving students' speaking skills, and thus makes a significant contribution to our understanding of how the FC works.
In Chapter 1, 1 describe the pedagogical foundations of the FC, explore definitions and controversies surrounding the FC, flipped learning and the concept of flipped mastery. Chapter 2 describes how the introduction of technology and new teaching approaches such as the FC has emerged to address students' need for flexibility, critica! thinking, creativity, collaboration and communication.
In Chapter 3, 1 present the main research question: How can the FC be successfully used to teach EAL at university? This leads to' two subsidiary questions: How can a FC approach be beneficia! for listening and speaking skills? and How do students perceive the FC? To answer these questions a FC study group and a non-flipped control group are compared. The findings show that the study group exhibited a small but not statistically significant improvement over the control group in pre- and postcourse listening tests but it obtained better results than the control group in mid-course tests. The most important finding revealed that in pre- and post-course speaking tests, there was a significant improvement in the FC students' oral skills. This improvement seems to be attributable to the greater amount of time dedicated to speaking activities in class as a result of listening activities being completed off campus. The findings also show positive feedback from students regarding the usefulness of the FC as a means to progress in their learning of English.
In addition to summarizing key findings in Chapter 4, 1 also recognize certain limitations of the study and propose extending this FC approach to universal design for learning programmes (UDL)
Lab Manual Design with Engineering Learning Style and Flipped Learning Model in Computer Engineering Technology Education
We have designed a lab manual based on Felder-Silverman learning style model (FSLSM) and the flipped classroom model for engineering education. This lab manual is developed for early junior year course of “Microcomputer Systems Technology” and emphasizes student-centered active learning experiences with more practical exercises and open-ended questions. Instead of taking traditional assembly language to study computer architecture, we are looking for a different approach to teach students to learn the assembly language by embedding an inline assembly language module into a C program. Our lab guide consists of online videos and practical exercises on various platforms including Microsoft Windows OS, Linux OS, Microsoft Visual Studio, and Visual Studio Community. With this new approach, students will be able to design creative lab projects instead of following a lab procedure. Students are able to work on the platform using multiple programming languages (C/C++ and Assembly), and multiple hardware devices (PC or Laptop, x86 device, Linux). With the new lab manual design, we guide students to preparatory contents and materials before coming to class by various activities described in online videos and practice exercises, etc. This lab-learning approach combined with the principle of flipped classroom and engineering learning styles can provide additional opportunities to advance students’ engagement in the studies of computer engineering technology
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How to design for persistence and retention in MOOCs?
Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme.
In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context
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
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