Improving the undergraduate science experience through an evidence-based framework for design, implementation and evaluation of flipped learning

© ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education.All right reserved. Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students' interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning

Enhancing engagement in flipped learning across undergraduate Science using the Flipped Teacher and Flipped Learner Framework

The flipped classroom describes one approach to blended learning in which new instructional content is delivered online prior to class, making time for more student-centred active learning during the face-to-face class. Despite the advantages of a flipped classroom approach, such as flexibility, more time for students to consolidate ideas, and more opportunities for collaborative learning and reflection (Kim, Kim, Khera & Getman, 2014), flipped classrooms are still under-researched and under-evaluated (Abeysekera & Dawson, 2015). Many academics are unsure of how to implement flipped classrooms and students often have difficulty adopting this approach to learning because they are used to traditional transmission approaches (Chen, Wang & Chen, 2014). To facilitate more student-centred blended learning in our faculty, we aimed to: 1. Use the “Flipped Teacher and Flipped Learner Framework” (Reyna, Huber & Davila, 2015) to design, implement, communicate and evaluate flipped learning activities in undergraduate Science subjects; and 2. Build students’ understanding of the advantages of the flipped classroom model in order to improve their overall engagement and approach to learning. The Flipped Teacher and Flipped Learner Framework (Reyna et al., 2015) identifies seven elements that are influential to implementing a flipped learning activity. Using this framework, flipped learning activities have been integrated into the Science curricula. In 2016, the Framework was applied in a first year and a second year subject. A mixed methods approach (Creswell & Plano-Clark, 2011) was used to evaluate the efficacy of the Framework, particularly the role of communication (element 6) of the benefits of flipped learning to students and academics. Student completion of pre-class online tasks was tracked through the learning management system. Within each subject, questionnaires were used to evaluate student experiences of flipped learning. Where applicable, student academic performance relating to flipped activities was evaluated. Preliminary data analyses indicate that the majority of students completed their online pre-class activities (e.g. >90% in the first year subject, n = 751 students). In the questionnaires, the majority of students in both subjects reported that they understood the benefits for their learning of completing online pre-work prior to face-to-face classes. Furthermore, the majority of students in the second year subject reported that the flipped classroom approach enhanced their learning. Our early results indicate that communicating to students and academics the rationale for using a flipped classroom approach is key to successful implementation of the flipped classroom model. Further testing of the framework in other subjects across the science degree will advance our understanding of the impacts of and best practice for flipped classrooms in Science higher education. References Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Chen, Y., Wang, Y., & Chen, N.S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27. Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting Mixed Methods Research. Thousand Oaks: SAGE. Kim, M.K., Kim, S.M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50. Reyna J, Huber E, Davila YC (2015) Designing your Flipped Classroom: an evidence-based framework to guide the Flipped Teacher and the Flipped Learner. The 12th Annual Conference of the International Society for the Scholarship of Teaching and Learning, RMIT Melbourne, 27th to 30th October, 2015, pages 91-92

Crater Morphology in the Phoenix Landing Ellipse: Insights Into Net Erosion and Ice Table Depth

Icebreaker [1] is a Discovery class mission being developed for future flight opportunities. Under this mission concept, the Icebreaker payload is carried on a stationary lander, and lands in the same landing ellipse as Phoenix. Samples are acquired from the subsurface using a drilling system that penetrates into materials which may include loose or cemented soil, icy soil, pure ice, rocks, or mixtures of these. To avoid the complexity of mating additional strings, the drill is single-string, limiting it to a total length of 1 m

Scientific and Technological Approaches to Searching for Extant Life in the Solar System

Future directions for investigations and measurements identified in the decadal survey Vision and Voyages for Planetary Science in the Decade 2013-2022 include direct methods to search for extant life. Within the framework a 35-year science vision for future decades extending into the 2020s and beyond, "Ocean Worlds" of the outer Solar System (e.g., Enceladus and Europa), as well as Mars, represent accessible targets that likely provide habitable environments that may support extant life. NASA Ames Research Center (ARC) is currently developing a multi-dimensional approach, led by astrobiology scientists in the ARC Space Sciences Division, technologists in the ARC Exploration Technology Directorate, and small payload engineers in the ARC Mission Design Division, to enable the definitive detection of extant extraterrestrial life in future NASA missions

Allele frequencies of variants in Ultra Conserved Elements identify selective pressure on transcription factor binding

Ultra-conserved genes or elements (UCGs/UCEs) in the human genome are extreme examples of conservation. We characterized natural variations in 2884 UCEs and UCGs in two distinct populations ; Singaporean Chinese (n=280) and Italian (n=501) by using a pooled sample, targeted capture, sequencing approach. We identify, with high confidence, in these regions the abundance of rare SNVs (MAF<0.5%) of which 75% is not present in dbSNP137. UCEs association studies for complex human traits can use this information to model expected background variation and thus necessary power for association studies. By combining our data with 1000 Genome Project data, we show in three independent datasets that prevalent UCE variants (MAF>5%) are more often found in relatively less-conserved nucleotides within UCEs, compared to rare variants. Moreover, prevalent variants are less likely to overlap transcription factor binding site. Using SNPfold we found no significant influence of RNA secondary structure on UCE conservation. All together, these results suggest UCEs are not under selective pressure as a stretch of DNA but are under differential evolutionary pressure on the single nucleotide level

Magnetic Anisotropy of a Single Cobalt Nanoparticle

Using a new microSQUID set-up, we investigate magnetic anisotropy in a single 1000-atoms cobalt cluster. This system opens new fields in the characterization and the understanding of the origin of magnetic anisotropy in such nanoparticles. For this purpose, we report three-dimensional switching field measurements performed on a 3 nm cobalt cluster embedded in a niobium matrix. We are able to separate the different magnetic anisotropy contributions and evidence the dominating role of the cluster surface.Comment: 4 pages, 8 figure

Trends in smokeless tobacco use in the us workforce: 1987-2005

The primary aim was to examine whether increasing workplace smoking restrictions have led to an increase in smokeless tobacco use among US workers. Smokeless tobacco exposure increases the risk of oral cavity, esophageal, and pancreatic cancers, and stroke. The prevalence of smokeless tobacco use decreased from 1987-2000, except among men 25-44. While smokeless tobacco use has declined in the general population, it may be that the prevalence of smokeless tobacco use has increased among workers due to workplace smoking restrictions, which have been shown to have increased over the years. Using the most current nationally representative National Health Interview Survey (NHIS) data, we examined whether increasing workplace smoking restrictions have led to an increase in smokeless tobacco use among US workers (n = 125,838). There were no significant changes in smokeless tobacco use prevalence from 1987-2005 (pooled prevalence = 3.53%); rates also were lower in smoke free workplaces. Worker groups with high rates of smokeless tobacco use included farm workers (10.51%) and blue collar workers (7.26%). Results indicate that smokeless tobacco prevention strategies targeting particular worker groups are warranted