A Flipping Better Way to Learn

This presentation is a response to the question “How do I build an online course, how do I use technology in my teaching?”

http://tinyurl.com/flippingbetter

Friday, 13 September 13

A Flipping Better Way to LearnPDF Handout

http://tinyurl.com/fbwlearnhandoutFriday, 13 September 13

A Flipping Better Way to Learn

Building a 21st Century Technology Enhanced Learning (TEL) Course

Nov 2012Friday, 13 September 13

Introducing Allan

University of Adelaide, eLearning TeamAdelaide South Australia

Telephone: +61 8 8303 8085Email: allan.carrington@adelaide.edu.au

• Learning Designer and Apple Distinguished Educator• Two Masters - Education (online) & Interactive Multimedia• Awarded 2012 OLT National Citation for Outstanding

Contributions to Student Learning• Awarded 2011 University of Adelaide Award for Excellence in

Support of the Student Experience• Background in printing, publishing, web development &

educational multimedia• Worked in corporate & VET sectors• 20+ countries & led schools in Hawaii, Texas & Paraguay• Taught communications, market research, print production &

using the internet for education• Passion for online collaboration & facilitation

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It’s All About the Students

The eLearning TeamThe University of Adelaide Australia

The Continuum of ShiftThe Pedagogical Challenge ahead

for Higher Education

Their engagement, their learning, their outcomes and

their future success

Friday, 13 September 13

You know... Shift Happens!"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn".

Alvin Toffler

"When you are through changing, you are through."

Will Rogers

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A Continuum of ShiftActivity Centred

ParadigmContent Centred

Paradigm

Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation

with Allan Carrington, University of Adelaide Aug 2007

• Behaviourist

• Instructivist

• Skinner

• Primary of content

• Instructor-centred

•Constructivist

• Adult Learning

•Dewy, Kolb, Vggotsky

• Primary of context

• Learner centred

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Activity Centred Background

Content Centred Background

A Continuum of Shift

Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation

with Allan Carrington, University of Adelaide Aug 2007

•Detached approach

• Focus on teaching

• Learner memorisation

• Instruction framed by what instructor deems necessary to know

• Absolutism - one way of knowing something

• Information equals knowledge; instruction equals learning; detached approach

• Situated approach

• Focus on Learning

•Construct meaning

• Learning framed by what learners must do to achieve an outcome

• Various ways of knowing something

• Learning achieved by active engagement in meaningful and authentic activities that require learners to build versions of their learning

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Activity Centred Instructor Role

Content Centred Instructor Role

A Continuum of Shift

•Help students make tacit knowledge explicit

•Draw out learners’ latent knowledge

•Midwife-teacher - assist students in birthing ideas

• Praxis orientation

•Content integration

• Frame material to support learners

Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation

with Allan Carrington, University of Adelaide Aug 2007

• Transmit information

• Impart instructor’s own knowledge

• Banker-teacher: deposit knowledge into students

• Theoretical orientation

•Disjointed content

• Frame material to cover content

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Activity Centred Learner Role

Content Centred Learner Role

A Continuum of Shift

Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation

with Allan Carrington, University of Adelaide Aug 2007

• Learning by reading

• Primarily individual in focus

•Disjointed content

• Learn about the content with plans to incorporate it later

• Learning through doing

• Participatory, Cooperative, Collaborative, Group learning

•Content integration

•Use information to solve problem & achieve learner-centered outcome

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A Continuum of ShiftActivity Centred

AssessmentContent Centred

Assessment

Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation

with Allan Carrington, University of Adelaide Aug 2007

• Surface Learning

• Typical right or wrong application

•Multiple choice examinations

•Deep Learning

• Some openness regarding “solution”

• Projects, portfolios, peer or self-evaluation

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Technologies and Methodologies to help you shift

•How can I easily focus on activity centred learning when needed?

• LAMS: learning sequences or lessons

•How can I increase student engagement with my workload?

• Engaging Interactions more than just MCQ’s

•How can I deliver content more efficiently and student centred than a lecture?

•Use JiTT with Interactive Learning Modules

•How can I best use valuable face-to-face-times to help students learn?

•Use elearning technologies like Zebra and LAMSFriday, 13 September 13

The teaching team needs to flip:•Their thinking - because shift

happens! Use sound educational modelling

•Their planning - start with the graduate finish with content

•Their syllabus - assessment first then plan activities with LAMS

•Their pedagogy - content delivered online via JiTT, frees up interactive face-to-face

Building a 21st Century Technology Enhanced Learning (TEL) Course

Friday, 13 September 13

http://tinyurl.com/alsltblog

Podcast Programme

In Support of Excellence

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Flipping the Curriculum Design1. Graduate Attributes: What do

you want your graduate to look like? Also ask students.

2. Learning Outcomes: When they finish course what do you want students to have learnt?

3. Authentic Assessment: How will you know they have?

4. Learning Activities: What do they need to do to ensure they are ready for the assessment?

5. Contextual Content: Which content to use and where it goes in the learning sequences?

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Flip and Start at the EndGraduate Attributes

http://tinyurl.com/gradattributes1http://tinyurl.com/gradattributes2Friday, 13 September 13

Flip and Design Outcomes FirstLearning Outcomes

•Explain the revised Blooms Digital Taxonomy

•Use the Padagogy Wheel to develop learning outcomes using action verbs, activities and apps

•Apply the SAMR and TPaCK models to your learning outcomes to integrate the technology and promote innovation

By the time you finish this presentation you should be able to :

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The Revised Bloom’sTaxonomy

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.

Benjamin S. Bloom1913-1999

1956 2001

Anderson, L. & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

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The Taxonomy WheelFriday, 13 September 13

Bloom’s Digital Taxonomy

Andrew ChurchesCurriculum Manager Computer Studies

& Senior School Learning InnovatorKristin School, Albany Auckland

Email: achurches@kristin.school.nzBlog: http://edorigami.edublogs.org

Twitter: @achurches

The Educational Origami Wikihttp://edorigami.wikispaces.com/

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The Padagogy

Wheel

This Taxonomy wheel was first discovered on the website of Paul Hopkin’s educational consultancy

website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and

Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile

devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps

Standing on the Shoulders of Giants

Developed by Allan Carrington

University of Adelaide

Last Updated: 110712

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SAMR: the Process View - Ruben R. Puentedura, Ph.D.

ICT

in t

he c

lass

room

SAMR ... it’s all about innovation

Enhancement

Transformation

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Create & Redefinition

3.11 mins

Activities: Storytelling • TV/Radio Program • ePub or iBook • Song • Cartoon • Rap • Mixing • A New Game • Animating • Videocasting • Multimedia Presentation • Video Editing • Podcasting

Anderson and Krathwohl’s Taxonomy 2000

Creating: Putting elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesise parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy.

Aurasma

Activities: Storytelling • TV/Radio Program • ePub or iBook • Song • Cartoon • Rap • Mixing • A New Game • Animating • Videocasting • Multimedia Presentation • Video Editing • Podcasting

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The Great Race

Frederick ChewLearning Designer University of AdelaideRoseworthy Campus

School of Veterinary Science O week student activity to get to know the campus and each other

The “race” was actually a way to get the students to learn their way around the campus on their own. We created a digital tour by using apps that we had them download onto their iPads. The students were in groups of 5 and worked together to solve clues to get them to all of the race sites. Many of the sites had tasks they had to perform or questions they had to answer. We had them tweet their answers along the way on an open channel. Another objective was to get them comfortable using their iPads. All new 1st year students in the Faculty of Science receive iPads and some instructors incorporate their use into the classroom.

The last objective was to get students to meet other students and to get them to work together toward a goal. To encourage participation we gave out prizes for the team with the most correct clues and the team with the most creative team picture.

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SAVS “Great Race”

O Week 20122.40 mins

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TPaCK ... it’s all about integration

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11.47 mins

Understanding TPaCKFriday, 13 September 13

Flip and Design to Measure the Learning before the Event

Authentic Assessment

http://www.transformingassessment.com/index.php

“A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills”

... Jon Mueller

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CLPD Raptivity Trial

Think outside the box

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Flip and identify the Doing Stuff

FirstLearning Activities

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It’s All About the Students

The eLearning TeamThe University of Adelaide Australia

Their engagement, their learning, their outcomes and

their future success

Introducing LAMSLearning Design for Time Strapped Academics who want good learning

outcomes for their students

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LAMS helps you shift•Develops collaborative lesson plans

•Digital equivalent to F2F collaboration

•Enables global collaboration

•Ways of capturing lesson plans with a digital interface

•Huge time saver

•Learning Design made easy

Learning Activity Management SystemFriday, 13 September 13

•Collaboration and activity driven

•Analogue is the classroom

•Captures lesson plans

•Allows for storage, reuse and sharing of lessons

What is LAMS

December 2010•The activity planner

available in Lessonlams• Introduction of

Lessonlams

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Introduction to Lesson LAMS

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http://www.lessonlams.com

Free Resource for a teacher

and 30 students - a curriculum

design resourceFriday, 13 September 13

Activity Planner

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•Teaching Styles (Learning models)

•New Ideas - e.g.adding interactivity to lectures

•Online teaching approaches

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Teaching Strategies

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Introducing New Ideas

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Virtual Patient: Buster

Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,School of Veterinary Science, University of Adelaide

Editing View

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Buster: Learner View

Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,School of Veterinary Science, University of Adelaide

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Content in Context

Flip the Curriculum

Design

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Introducing Just in Time Teaching (JiTT) and Interactive

Learning Modules (ILMs)When good pedagogy frees up

valuable face to face time

It’s All About the Students

The eLearning TeamThe University of Adelaide Australia

Their engagement, their learning, their outcomes and

their future success

Friday, 13 September 13

JiTT a Web Based Teaching ApproachJust-in-Time Teaching (JiTT for short) is a teaching and learning strategy based on the interaction between web-based study assignments and an active learner classroom. Students respond electronically to carefully constructed web-based assignments which are due shortly before class, and the instructor reads the student submissions "just-in-time" to adjust the classroom lesson to suit the students' needs.

JUST-IN-TIME TEACHING: Blending Active Learning with Web Technology by Novak G.M., Patterson E.T., Gavrin A.D. and Christian W. (c) 1999

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The Pedagogical Benefits of JiTT1. Encourages students to spend

more time reading assignments and preparing for a class

2. Increases student-to-student interaction

3. Increases contact between student and instructor

4. Provides prompt feedback to students

5. Facilitates the development of student meta-cognition

Just-in-Time Teaching: A Web-Based Teaching Approach

Benedict J.O. and Apple K.J. © 2004

http://teachpsych.org/resources/e-books/eit2004/eit04-07.htmlFriday, 13 September 13

Using JiTT in ILM’s -Rapid Deployment eLearning

• Helps teacher find out students learning needs before F2F

• Uses today’s elearning technologies to package and deliver content

• Interactive Learning Modules (ILMs) also deliver formative assessment interactions

• Just in time for teacher to adjust what and how they teach F2F

• Manages and offsets the content load of the F2F - enables quality time for interactive lecturing

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Anupholsteraphobia

• Interactive Learning Modules are curriculum and can manage the content load but they enable so much more

• Assessment & feedback first - content second

• Free up valuable F2F time for interactive learning

“The fear of not covering the material ... Anupholsteraphobia cannot

be cured but it can be controlled.”Stan Brimberg

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Winners of the 2010-2011 Team

Teaching Award for theStephen Cole the Elder Prize for Excellence in

Teaching and the Vice-Chancellor's

teaching prize

Pioneers of JiTT using ILM’s

Ms Sophie Karanicolas and Cathy Snelling Senior Lecturers School of Dentistry

University of AdelaideFriday, 13 September 13

We Flipped Law in 2007

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•Both are highly awarded teachers and support JiTT as a positive systemic change to teaching at the University of Adelaide

•Prof. Maier has published about his use of JiTT and ILMs to support PBL. He introduced this pedagogical approach to colleagues in the Faculty of ECMS

•Assoc. Prof. Jaksa is using the pedagogy and recently got 80% positive feedback from his students that the ILMs helped learning. In Jul 2011 Mark and some colleagues won an ALTC grant of$199,000 to develop the concept further.

Multipliers of JiTT using ILM’s

Prof. Holger MaierSchool of Civil Environmental

& Mining Engineering

Assoc. Prof. Mark Jaksa School of Civil Environmental

& Mining Engineering

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http://ajax.acue.adelaide.edu.au/~allan/embrology/player.html

Interactive Learning ModulesUsing Articulate Software creating audio narrated

presentations

with formative assessment

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ILM Checkpoints: Live MyUni Quizzes

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Interactive LecturesEnable the lecturer to:

•Find out student’s starting point

•Challenge students

•Check assumptions

• Include structured student activity and participation : individually, in pairs or small groups

•Link session throughout a unit/module

What are Interactive Lectures?: http://serc.carleton.edu/introgeo/interactive/

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Interactive LecturesWill help change the culture of learning by:

• Making learning mutual

• Accessing student knowledge

• Giving the message that learning is the students’ responsibility

• Mobilising collective learning

• Creating a group climate for learning

• Enabling students to take some control/power in the learning process

What are Interactive Lectures?: http://serc.carleton.edu/introgeo/interactive/

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Resident Mad Scientist

http://www.thiagi.com/interactive-lectures.html

Thiagi’s 36 Formats

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