Flipped ClassroomConstructivist pedagogy in the VLE

Webinar - 10/21/13

Overview

Models of Teaching: Transmissive and Constructivist

Features of Constructivist Learning

Flipped Classroom

VLE and Flipped Classroom

Conclusions

Transmissive Teaching

Transmissive Teaching

Knowledge as an object

“Traditional teaching from the front”

Teacher centred

Learning is listening to explanations

Skills achieved through repetitive practice

Constructivist Teaching

Creative commons: http://dimity.edublogs.org/files/2010/05/Children-learning.jpg

Constructivist Teaching

Knowledge is socially constructed

People build “schema” to understand the world

Learning is about problem solving, reflection, metacognition, integrating knowledge into schema

Learning activities are authentic, real-world, relevant, collaborative, co-operative

Flipped Classroom

Lectures and homework are flipped around

Learners consume lecture content outside of class (video, screencast, documents)

Class time is used for participatory activities

Example: Watch video at home, in class teacher guides activities that apply concepts

Flipped Classroom

Tutor moves from “Sage on the Stage" to "Guide on the Side”

Higher learner achievement and engagement

Better attitudes toward learning

Increased teacher-learner interaction

VLE and Flipped Classroom

Asynchronous activity

Tutor’s Role: Create/Curate content on VLE

Use forums or blogs for discussions

Set reflective tasks for learners

Tutor offers feedback and guidance online

Self grading quizzes for formative assessment

Face to Face Learning Time

Synchronous activity

Active learning (meaningful tasks, problem solving, reflection, peer interaction)

Knowledge is applied / clarified

Self, peer and tutor evaluation

Flipped Classroom Critique

Access to internet/equipment

Lack of preparedness

Not suitable for all types of learner

Time/money investment in creating/curating content and learning platform

Quality of content

Conclusion

VLE used to manage content

Online tasks help learners understand before class (content and interactive activity)

Class time used for applying concepts (more tutor/learner and learner/learner interaction)

Consider the affordances, use judiciously

Resources

flippedclassroom.org

jonbergmann.com

dimity.edublogs.org

webquest.org

Resources

Ravitz, Becker, Wong, 2000, Teaching, Learning, and Computing: 1998 National Survey, Center for Research on Information Technology and Organizations University of California, IrvineAnd University of Minnesota July, 2000 http://www.crito.uci.edu/TLC/FINDINGS/REPORT4/body_startpage.html

Koohang, Riley, Smith, Schreurs, E-Learning and Constructivism: From Theory to Application, 2006 http://www.ijello.org/Volume5/IJELLOv5p091-109Koohang655.pdf

Hamdan, McKNight, Arfstrom, 2013, A review of Flipped Learning, Pearsonhttp://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf

Conclusion

Thank you for listening!Any questions or comments drop me an e-mail:

keith.taynton@webanywhere.co.uk