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Spencer Greenhalgh, PhD; Assistant Professor of Information Communication Technology
An educational technology perspective on the flipped classroom environment22 July 2020
pedagogy*, not technology
Mme Chantal P. Thompson
"Only do in the classroom that which cannot be done at home."
pedagogy*, not technology
Wiggins & McTighe (2005) — Understanding by Design
"1. Identify desired results. "2. Determine acceptable evidence. "3. Plan learning experiences and instruction."
1. Identify desired results."What do I want my students to be able to do?"
• "Only do in the classroom that which cannot be done at home."
• Do your learning objectives suggest any technologies you could use?
• What relevant technologies will your students be using in their personal or professional lives?
1. Identify desired results.EXAMPLE: ICT 302: Content Management Systems
• I can identify and define key concepts in (web) content management.
• I can describe and compare content management systems.
• I can manage content using established workflows.
• I can identify and employ technologies related to content management.
• I can find and use resources for self-directed learning.
1. Identify desired results.EXAMPLE: ICT 302: Content Management Systems
• I can manage content using established workflows.
1. Identify desired results.EXAMPLE: ICT 302: Content Management Systems
• I can manage content using established workflows.
Wiggins & McTighe (2005) — Understanding by Design
"1. Identify desired results. "2. Determine acceptable evidence. "3. Plan learning experiences and instruction."
2. Determine acceptable evidence."How do I know if they can do it?"
• "Only do in the classroom that which cannot be done at home."
• What technologies must be used to complete those assessments?
• What technologies could be used to complete those assessments?
2. Determine acceptable evidence.EXAMPLE: LIS/ICT 690: Games, literacy, meaning, and learning
• I can describe how the design of a game connects with particular literacies.
• I can explore and describe the contexts within and surrounding games.
• I can design a meaningful game by applying and reinforcing relevant literacies.
• I can explain how the design of a game produces meaning.
• I can develop a plan for fitting games into my professional context.
2. Determine acceptable evidence.EXAMPLE: LIS/ICT 690: Games, literacy, meaning, and learning
• I can design a meaningful game by applying and reinforcing relevant literacies.
• I can develop a plan for fitting games into my professional context.
2. Determine acceptable evidence.EXAMPLE: LIS/ICT 690: Games, literacy, meaning, and learning
• I can design a meaningful game by applying and reinforcing relevant literacies.
• I can develop a plan for fitting games into my professional context.
3. Plan learning experiences and instruction."What do I need to do to ensure they can do it?"
• "Only do in the classroom that which cannot be done at home."
• What do you want learning to look like?
• What technologies can support those activities?
3. Plan learning experiences and instruction.EXAMPLE: ICT 302: Content Management Systems
• "Only do in the classroom that which cannot be done at home."
• What do you want learning to look like?
• What technologies can support those activities?
1. Identify desired results.EXAMPLE: What learning looks like in my classes.
• Draw from people who are smarter than I am.
• Lend an experienced hand to students.
• Discuss and apply what we learn.
• Focus on—and critique—key ideas.
Learning and Teaching New TechnologiesYou (and they) don't need to know everything!
• focus on the important things
• be open with your students
• model what learning looks like
• ask your students to teach
• build "workshop time" into your face-to-face instruction
Mme Chantal P. Thompson
"Only do in the classroom that which cannot be done at home."
