Frampey flip and mooc

Editor's Notes

• #3: What comes to mind when you hear someone talking about “The Flipped Classroom?” What comes to mind when you think about a MOOC?
• #4: Many articles are reporting that MOOCs are Dead, “Try as they might, MOOC-makers like Coursera, EdX, and Udacity cannot keep their MOOCs to themselves, because when we join a MOOC, it is not to learn new content, new skills, new knowledge, it is to learn new learning. Entering a MOOC is entering Wonderland -- where modes of learning are turned sideways and on their heads -- and we walk away MOOCified.” Sean Michael Morris of www.moocmooc.com What to gain from a MOOC- social learning, people learn more in groups. Learning is magnified through the connections that people make, that they’re allowed or encouraged to make, and that are fostered by pedagogies with an eye toward interactive, student-centered work.
• #5: Flipped Model- Before Class-Students complete Interactive learning module In Class- Students Practice and apply with feedback After Class- Students Check understanding and extend
• #6: Why did I want to try something different? I was tired of feeling like I sound like this and my students looking like this. How many of you have face some of these issues with your classes? Students are not prepared for class, they simply will not read on their own. Students are not involved during class lectures. Students seem unmotivated to learn and are only concerned with passing the class, getting a degree, getting a job. Students have a test mentality- just tell me what I need to memorize to pass the test. Students also seem to take no responsibility for their own learning. Research into the theory behind Flipping and MOOCs offers some promises that the model if done correctly can help in these areas. It increases student preparation by having required items prior to class meeting. Students are involved with the content before, during and after class. Student interest can be aroused so they are more motivated when they come to class. Students spend more time applying concepts than recalling them. Students take a greater responsibility for their own learning. Sounds great.
• #7: Taking ideas from both MOOC and Flipped classrooms, I decided to Flip my Hybrid and blended classes. I choose this format to try first because students already have an online component and they already expect to have work outside of class. Also having some materials already in place for the online component assisted the development. To be effective flipping and adding MOOC concepts requires careful preparation. Lecture content has to be broken down, activities built to reinforce.
• #8: At first I did not fully grasp all of the preparation needed. It is not enough to simply require students to read their text before class. Students will not read if they do not think they will be held accountable. Reading with just a quiz required before class meets did not work well either. Students didn’t fully read, just enough to take the quiz. Students still did not come to class motivated or interested in the topic. Also I found that if students only had one due date online they did not spend time truly interacting with the material or each other except in class. Assigning reading only Reading with quiz No online involvement
• #9: At the same time I did experience success with some features I implemented. Group Activities, especially if they required students to come into class with prior knowledge of the material. Students are less willing to let each other down than you. Setting firm deadlines for pre-assignments and online components. Having hands on labs in the class time, allows for student instructor interaction and feedback. (One on One) Group activities Deadlines for pre-assignments Hands on labs
• #10: After the first semester I learned that it takes time to fully plan and create a flipped model. Lectures and reading material needs to be broken down into small chunks, easily understood, and assessed for understanding immediately with the chance for review and retries to ensure understanding. Appropriate reinforcement activities that encourage students interaction need to be developed. Students need to understand the structure of the class, what you expect of them and what they are responsible for and you need to hold them accountable.
• #11: Interest can be generated by short videos introducing the topic, open discussion forums to encourage exploration of the topic. Set deadlines for components, and it can be more than one deadline a week. Find multiple ways to deliver content, not just reading, videos, podcasts, etc.. Group topics into manageable amounts. Think Lessons that can be learned in 10-15 minutes. . I look at the information that needs to be covered for the week or module, then pick out no more than 5 of the most important topics. ( These will be the topics I design my Flipped “Chunks” around) I either find or create a video, tutorial or something of that nature for each topic, trying to keep the time down to 5-7 minutes per topic. I like to have a short quiz about each topic that students take after viewing. I also like to have a discussion Forum for students to interact and discuss the topics.
• #12: Allows you to create lessons for flipped classrooms very easily, by linking to a you tube video, or uploading one of your own. You can add your own introduction, They are allowed to watch the video, Then they can take a quiz that you create about the topic. They offer a Dig Deeper section where you can add links and additional resources. Then they offer a Discuss section where you can pose discussion questions or things for students to think about. Some Publishers are starting to offer interactive content for students as well, CourseMate is an example, where you can use portions for your flipped instruction. http://ed.ted.com/lessons/inside-your-computer-bettina-bair#discussion
• #13: Interact with your students offline, by providing feedback, personalized emails or content. Encourage student to student interaction online as well. I use Discussion forums and require students to not only respond but to also rate each other’s posts. Their grade is an average of all the ratings they receive. I have found that this makes for forums that are more well written, and to the point, as well as encouraging interaction. Create group activities that get students involved with the content face to face during the class time.
• #14: Will have a handout for various tools broken down by category.