#inverted classroom

[keynote] Bildungsinformatik als Motor zur digitalen Mündigkeit? #tugraz #icm8 #makereducation

Im Rahmen der ICM 2019 in Marburg darf ich heute über “Bildungsinformatik als Motor zur digitalen Mündigkeit?” reden. Hier gibt es dazu meine Folien:

Bildungsinformatik als Motor zur digitalen Mündigkeit? from Martin Ebner

Inverted Learning classrooms are picking up steam as of late. Some people refer to these as flipped learning or flipping the classroom. Its all in what you prefer, but they all mean essentially the same thing. You basically allow the students to consume lecture when they would traditionally be doing homework and then during lecture time you allow them to do homework type activities in the…

Flipped Classroom erorbert das Klassenzimmer

Flipped classroom oder Inverted classroom könnte man mit “vertauschter Klassenraum” übersetzen. 

Die ursprüngliche Idee ist, dass die Lehrer ihre Inputs, die sie sonst als Frontalunterricht vor den SchülerInnen gehalten haben, aufnehmen. Es könnte eine Live­Veranstaltung aufgenommen werden. Eine andere Möglichkeit ist, am PC zu Hause die “Stunde zu…

One of our goals for 2012 was to get scuba certified as a family. We took a first run at it in a rushed fashion early in the year but abandoned that effort after a less than pleasant pool dive in Manhattan. In the fall we decided to start the process over and go with a proper PADI certification program. We found a dive center in Playa Hermosa in Costa Rica called Diving Safaris and structured our vacation around that.

Instead of wasting time on location with theory, we took the theory classes ahead of time online. The PADI e-learning course was quite well done. It consisted of short segments with lots of illustrations with both a recorded voice and a text you could read (Susan preferred the voice, I preferred reading the text). The short segments were grouped into subsections and then sections. Each subsection came with immediate review questions and then each section had a full on assessment. You had to pass each section assessment to qualify for the overall theory assessment (in fact, you can't even access the overall assessment until you have passed the sections).

When we arrived at Diving Safaris, they conducted a brief review of the most important theory -- this may be a test to make sure that people didn't get others to take the online test for them. But other than that we went straight to the practical hands on equipment handling. Having done all the theory up front allowed the instructors to spend more time with us individually on equipment handling and underwater skills.

I had been thinking for some time that schools should switch much more aggressively to the inverted classroom model in which students learn the material at home (from videos, texts, etc) and apply it in the classroom. This frees the teacher up to see where the students have individual difficulties applying the concepts that they are supposed to have learned. Given our PADI experience I am now a complete convert.

The flipped lesson, or inverted classroom, is an increasingly popular teaching technique that replaces the traditional classroom lecture with a video or some other electronic resource. Students work through the video or resource at home which allows class time to be used for hands-on activities, practice and discussion.

The use of a flipped lesson enables students to learn how they want - and when they want - which are both important elements of personalized learning. For example, a student who needs time to process concepts can proceed through a lecture slowly, pause where necessary, consult their textbook or rewind to hear an explanation again.

The personalization of this approach can be further enhanced if the teacher does not require all students to be on the same lesson each day. Once a teacher makes this transition, students will be able to learn when they are ready, when it suits their schedule ... and the classroom will be a space where students are working on a variety of different tasks simultaneously.   At Greenwood College School, the flipped lesson has become integral to our blended learning program and our personalized approach. As our experience grows, we are developing an understanding of what works and what doesn't.

Here is a list of some of our best practices for the inverted classroom and our self-paced program:

• Keep Videos Short. Rather than record the lecture that would normally be presented, create short concept videos and try to keep them less than 10 minutes. • Engage Students. Create a worksheet or notes template to accompany videos to ensure students are active participants. • Practice and Apply. Students are monitored to ensure that they are doing more than merely watching videos. Teachers ensure that students complete practice problems and work on more complex problems that promote higher order thinking skills and build on the content presented in the resource. • Vary the Resources. There are many other free tools in addition to a video that can be used to teach a concept. • Assess Frequently. As students become more self-directed and self-paced in their learning, it is essential to know their level of understanding and modify their program accordingly. • Cycle Back to Key Concepts. Through daily warm-ups, students are asked to revisit concepts that are key to the unit or course. Keeping these concepts fresh allows them to successfully build on these foundation skills. • Be Organized. If students are going to self-pace, resources must be well-organized and easy to access. Deadlines and expectations must be clear.