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Flipping Faculty Development for More Effec7ve One-‐Offs
April 23, 2014
• Instruc3onal Design/Educa3onal Technology/Assurance of Learning
• Currently at Daniels College of Business @ University of Denver
• I’ve dabbled – K-‐12; Sloan-‐C; Community College; Public University; Non-‐profit
Jenn Light
To meet the demand for faculty development of teaching and learning skills,
we must find an approach for facilita3ng one-‐offs that encourages long-‐term remembrance, cri3cal thinking, and meaningful applica3on of skill and knowledge.
Flipping faculty development provides those benefits by requiring advanced prepara3on, live tutoring and hands-‐on prac3ce, and post-‐session homework.
Abstract: preZy ambi3ous!
• I’m assuming that you folks are in the profession of faculty development, or at least interested in that field.
• You have experience with faculty development training, as a facilitator or par3cipant.
• You can make fun of yourself and your profession. (We faculty development folks can get preZy wacky some3mes!)
Givens – give or take
• One-‐offs • Flipping one-‐offs • Posi3ve transfer of training • Examples • Invita3ons • Q&A
Agenda – give or take
One-‐offs
• Occur one-‐3me; not ongoing series
• Usually conducted by experts, guest speaker, or panel format
• Generally 1-‐ 2 hours; some3mes ½ day
• Usually in-‐person; increasingly provided online as webinars
Audience available under a CC BY-‐NC 2.0. Faruk Ates.
SMBC available under a CC BY 2.0. Sydney Missionary Bible College.
SMART Level 1 available under CC BY-‐NC-‐SA 2.0. Rebecca Morrison.
What are one-‐offs?
• Using Camtasia for Screencas3ng • Wri3ng your Cover LeZer or Vitae • ITV Training -‐ Type A rooms (interac3ve television)
• Blackboard Course Content Move (or anything related to using the LMS)
• Crea3ng a syllabus • Wri3ng a Teaching Philosophy Statement • Slide Show Presenta3on Best Prac3ces
Typical examples of faculty development one-‐offs run by Centers of Teaching and Learning
Exercise: In remembrance of a one-‐off
• Come from mul3ple departments and special3es; May be tailored for a specific department
• Par3cipants may volunteer or be required to come
• Are “regulars” • The subject may or may not
interest them • In any one-‐off, par3cipants have
varying skill-‐levels and knowledge-‐levels
• Their goal is to acquire knowledge, or just to pass the class
Tradi3onal one-‐off par3cipants
Friday Night Crew available under CC BY 2.0. Mark, Vicki, Ellaura and Mason.
• Frustrated faculty members who need advanced learning opportuni3es
• Frustrated faculty members who are confused in the one-‐offs, and can’t get personalized help during the session
• These folks try to learn on their own or seek opportuni3es elsewhere
Tradi3onal one-‐off non-‐par3cipants
Blackboard: Using Assignment and Plagiarism Detec3on Tools available under CC BY-‐NC-‐SA 2.0. Center for the Advancement of Teaching.0
One-‐offs for skill-‐building
Seminar available under CC BY-‐NC-‐SA 2.0. Center for the Advancement of Teaching.
One-‐offs for knowledge crea3on
Full House available under available under CC BY-‐NC-‐SA 2.0. Center for the Advancement of Teaching.
Food helps to aZract par3cipants
FaCTS 2010 available under available under CC BY-‐NC-‐SA 2.0. Center for the Advancement of Teaching.
Lots of food helps to aZract lots of par3cipants
If you don’t offer food, likely no one will come
Challenges of one-‐offs
Who has 3me to do more faculty development?
Challenges of tradi3onal faculty development one-‐offs
1. Time
2. Not personalized
3. Basics only
4. No follow-‐through
How do we overcome the challenges?
1. Time
2. Personalized training
3. Basics only
4. No Follow-‐Through
Flipping
hZp://www.knewton.com/flipped-‐classroom/
What is a flipped classroom?
1. Provide an opportunity for students to gain first exposure prior to class, using technology.
2. Provide an incen3ve for students to prepare for class.
3. Provide a mechanism to assess student understanding.
4. Provide in-‐class ac3vi3es that focus on higher level cogni3ve ac3vi3es.
Elements: hZp://co.vanderbilt.edu/guides-‐sub-‐pages/flipping-‐the-‐classroom/
What are the elements of flipped learning?
1. Provide an opportunity for students to gain first exposure prior to class, using technology.
Elements: hZp://co.vanderbilt.edu/guides-‐sub-‐pages/flipping-‐the-‐classroom/
Laptop desks in the computer science building available under a CC BY 2.0. James.
What are the elements of flipped learning?
2. Provide an incen3ve for students to prepare for class.
Elements: hZp://co.vanderbilt.edu/guides-‐sub-‐pages/flipping-‐the-‐classroom/
What are the elements of flipped learning?
3. Provide a mechanism to assess student understanding.
Elements: hZp://co.vanderbilt.edu/guides-‐sub-‐pages/flipping-‐the-‐classroom/
What are the elements of flipped learning?
4. Provide in-‐class ac3vi3es that focus on higher level cogni3ve ac3vi3es.
Elements: hZp://co.vanderbilt.edu/guides-‐sub-‐pages/flipping-‐the-‐classroom/
What are the elements of flipped learning?
Why should we use a flipped classroom method in faculty development?
Remember this exercise? In remembrance of a one-‐off
We must find an approach for facilita3ng one-‐offs that encourage long-‐term remembrance, cri3cal thinking, and meaningful applica3on of skill and knowledge.
Let’s find a way to facilitate Posi3ve Transfer of Training
How do we overcome the challenges?
1. Time
2. Personalized training
3. Basics only
4. No Follow-‐Through
Tradi7onal • Large group instruc3on • One pace for all • One 3me • Passively engaged
Flipped • Individual/small group
instruc3on (The Basics; Personalized)
• Individualized pacing (Personalized; Time)
• Ongoing (Time) • Act (Follow-‐through; The
Basics) • Lively engaged (Bonus!
They’re learning and applying!)
Differences between tradi3onal and flipped faculty development
1. Provide an opportunity for faculty to gain first exposure prior to class, using technology.
2. Provide an incen3ve for faculty to prepare for one-‐off.
3. Provide a mechanism to assess faculty understanding.
4. Provide in-‐class ac3vi3es that focus on higher level cogni3ve ac3vi3es. (ac3ve learning)
Elements: hZp://co.vanderbilt.edu/guides-‐sub-‐pages/flipping-‐the-‐classroom/
How do the elements of a flipped classroom apply to flipped faculty development?
• 1pm – 2pm • Research has confirmed that team-‐based learning enhances
student performance, yet many students entering college have liZle to no experience with teamwork.
• This Guest Lecturer will share strategies that can help bridge this gap and increase student success. She will introduce four key areas necessary for successfully integra3ng team-‐based learning into the classroom; 1) building and sustaining successful teams, 2) crea3ng team-‐based learning modules, 3) integra3ng team-‐based learning into the curriculum, and 4) incorpora3ng technology into the team-‐based assignments.
• This event is eligible for 1 Con3nuing Educa3on credit*
Example: Team-‐Based Learning: Integra3ng into Your Lecture
• 1pm – 2pm • Research has confirmed that team-‐based learning enhances student performance, yet many students entering college have liZle to no experience with teamwork. • This Guest Lecturer will share strategies that can help bridge this gap and increase student success. She will introduce four key areas necessary for successfully integra3ng team-‐based learning into the classroom; 1) building and sustaining successful teams, 2) crea3ng team-‐based learning modules, 3) integra3ng team-‐based learning into the curriculum, and 4) incorpora3ng technology into the team-‐based assignments. • This event is eligible for 1 Con3nuing Educa3on credit*
1. Provide an opportunity for students to gain first exposure prior to class, using technology.
2. Provide an incen3ve for students to prepare for class.
3. Provide a mechanism to assess student understanding.
4. Provide in-‐class ac3vi3es that focus on higher level cogni3ve ac3vi3es. (ac3ve learning)
Flip It!
• 1:00 PM -‐ 2:30 PM • This workshop introduces Camtasia Studio 8, a popular sooware for producing higher-‐end screencasts. During this hands-‐on workshop you will learn and prac3ce some of its basics edi3ng features.
• Tour the main parts of the editor and 3meline • Add annota3ons (callouts, arrows, highlights) • Work with anima3ons (zoom in/out, smarrocus, restore) and video effects (freeze region, extend frame, hotspots)
Example: Using Camtasia for Screencas3ng
• 1:00 PM -‐ 2:30 PM • This workshop introduces Camtasia
Studio 8, a popular sooware for producing higher-‐end screencasts. During this hands-‐on workshop you will learn and prac3ce some of its basics edi3ng features.
• Tour the main parts of the editor and 3meline
• Add annota3ons (callouts, arrows, highlights)
• Work with anima3ons (zoom in/out, smarrocus, restore) and video effects (freeze region, extend frame, hotspots)
Flip It! 1. Provide an opportunity for students to gain first exposure prior to class, using technology.
2. Provide an incen3ve for students to prepare for class.
3. Provide a mechanism to assess student understanding.
4. Provide in-‐class ac3vi3es that focus on higher level cogni3ve ac3vi3es. (ac3ve learning)
• 11:30 AM -‐ 12:15 PM • Classroom assessment techniques provide faculty with
feedback on what, how much, and how well their students are learning. Instructors can use this feedback to modify their teaching to improve student learning. Students can use it to learn more effec3vely.
• In this online mini-‐workshop session, par3cipants will learn how to implement the “minute paper,” “muddiest point,” “think-‐pair-‐share,” and other quick ways to assess and enhance learning.
• Time for ques3ons and discussion will follow at the end.
Example: Classroom Assessment Techniques
• 11:30 AM -‐ 12:15 PM • Classroom assessment techniques provide
faculty with feedback on what, how much, and how well their students are learning. Instructors can use this feedback to modify their teaching to improve student learning. Students can use it to learn more effec3vely.
• In this online mini-‐workshop session, par3cipants will learn how to implement the “minute paper,” “muddiest point,” “think-‐pair-‐share,” and other quick ways to assess and enhance learning.
• Time for ques3ons and discussion will follow at the end.
Flip It! 1. Provide an opportunity for students to gain first exposure prior to class, using technology.
2. Provide an incen3ve for students to prepare for class.
3. Provide a mechanism to assess student understanding.
4. Provide in-‐class ac3vi3es that focus on higher level cogni3ve ac3vi3es. (ac3ve learning)
• 12:00pm – 1:30pm • Discover ways in which cogni3ve science research supports visual language principles in the design of effec3ve educa3onal materials such as PowerPoints.
Example: Crea3ng Great PPts and the Theory Behind It
• 12:00pm – 1:30pm • Discover ways in which cogni3ve science research supports visual language principles in the design of effec3ve educa3onal materials such as PowerPoints.
Flip It! 1. Provide an opportunity for students to gain first exposure prior to class, using technology.
2. Provide an incen3ve for students to prepare for class.
3. Provide a mechanism to assess student understanding.
4. Provide in-‐class ac3vi3es that focus on higher level cogni3ve ac3vi3es. (ac3ve learning)
• This is new for most faculty, so remind, remind, remind. • Your website/announcement should explain the “flip” and contain a link to the resource material. • Explain the importance and mo3va3on for the pre-‐class ac3vi3es. • Send reminder emails with a link to the content. • Prepare an ac3vity for the live session that allows unprepared par3cipants to par3cipate.
Invi3ng par3cipants to your flipped faculty development one-‐off
1. Type an idea in the chat box of a flipped one-‐off that is of interest to you. – You might facilitate it – You might aZend it – You might help design it
2. You can do it alone. 3. Or, you don’t need to wait for someone else to
do it, and you don’t have to do it alone. 4. What’s the next step? Who would you contact
in order to start the process?
Your Challenge
Ques3ons and Answers
