Designing_Flipped_Classroom_Instruction.pptx
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This document discusses designing flipped classroom instruction using Canvas. It defines the flipped classroom model as presenting lectures through short videos for students to view at home, while dedicating class time to active learning exercises and projects. The presenters describe their context of teaching information literacy to undergraduate students. They outline their design process, including developing conceptual and procedural content into modules. Lessons from the pilot included tailoring assignments and activities to learning goals. The document provides tips for creating buy-in from key stakeholders and prompting student reflection.
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Designing_Flipped_Classroom_Instruction.pptx
- 1. Designing Flipped Classroom Instruction with Canvas Alaina Bull and Heather Newcomer WACC 2017 Resource list for attendees: http://bit.ly/2nlFt8F
- 2. Alaina Bull, MLIS Adjunct Faculty Librarian Green River College Heather Newcomer, MLIS Research and Instruction Librarian UW Bothell / Cascadia College
- 3. The Flipped Classroom Defined “The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions (Educause, 2012).”
- 4. Model of Tradition vs. Flipped Instruction pre-class instruction provided to students via Canvas
- 5. Activity: What class/lesson/lecture do you want to flip?
- 6. Our Context: 100 level instruction Team of 10 instructors teach 5x - 10x per quarter, 5 main teaching outcomes mix and match format 2-3 outcomes per session. Complete staff turn over every 2 years
- 7. UW Libraries: Strong emphasis on active learning pedagogy Wanted flipped modules that support this
- 8. Design Process: Educational Outreach and Instructional Design Team
- 13. class time = active learning time
- 14. “Rather than starting broad and doing a sweeping introduction, I was able to get right to the point of "why not just Google?" which saved about 10 minutes of lecture time. I also tailored my source examples to reflect the kinds of gaps I could see in their understanding so we could talk about actual sources.” —library instructor in pilot
- 17. Tailor Canvas assignments according to learning goals and active learning activities.
- 19. Resources OER and OA tools For example; YouTube, Khan Academy, Ted Talks, etc.
- 20. Be mindful of video quality and audio quality. Keep it short and engaging. Captioning!
- 22. Activity: Who do you need buy in from?
- 23. Creating Buy In Administration IT / Online Learning Faculty Students
- 24. Student Buy In MUST CARRY A GRADE
- 25. The work itself does not need a grade, but the act of doing the work does: Participation Points!
- 26. IT/Instructional Design (if you don’t do your own videos) Does this project need to benefit them in some way? One time build (hopefully)
- 27. Questions?
- 28. Sources Images by Unsplash- unsplash.com -unless otherwise noted. Slide 3 Educause, Definition of flipped classroom- https://net.educause.edu/ir/library/pdf/eli7081.pdf Slide 4 UW Seattle Center for Teching and Learning, Flipped instruction model image- http://www.washington.edu/teaching/teaching-resources/engaging-students-in- learning/flipping-the-classroom/ Resources for attendees http://bit.ly/2nlFt8F